International student’s perception of the islandness, culture and identity in Prince Edward Island, Canada

The study examined international students’ perception of islandness, culture, and identity in Prince Edward Island (PEI), Canada. This research aimed to evaluate how these perceptions influenced their cultural adaptation. Data were collected from 93 participants via an online survey and analyzed using descriptive and inferential statistics. Findings revealed diverse attributes based on gender, age, and origin, with African participants comprising 36.3% and Asians 22.9%. Before relocation, the internet (48%) and social media (32%) were the primary information sources about PEI. Key experiences included a strong sense of community (66%) and exposure to coastal culture (40%). Cultural adjustment was mixed, with 26.5% finding it easy, 34.5% challenging, and 16.8% neutral. Crucial integration factors included social support networks (43.4%), community involvement (37.2%), and maintaining cultural traditions (38.1%). The study provided insights into international students’ evolving experiences of PEI’s culture and identity. Participants faced several challenges, with 39% reporting difficulty adapting to the island’s weather and climate, characterized by cold winters and mild summers. Language barriers and academic differences were cited by 10% of participants each, while 23% highlighted challenges in socialization and building friendships. Accessing rural communities posed difficulties for 18% of participants. These challenges reflect various aspects of adjustment to life on PEI, including environmental factors, cultural differences, educational transitions, social integration, and geographic accessibility. Addressing these challenges requires targeted support and resources to assist individuals in acclimating to the island’s unique characteristics and fostering a sense of community belonging. Language proficiency, cited by 17% as critical, facilitated communication and integration. Government and legal support, noted by 6%, helped navigate bureaucratic processes. Correlation analysis highlighted significant relationships between students’ pre-arrival knowledge, on-island experiences, cultural adjustments, and views on islandness, culture, and identity. There were strong correlations between PEI’s unique identity and its geography, landscape, arts, and Mi’kmaq influence. Effective government efforts in promoting and preserving island culture were positively linked to perceptions of PEI’s unique identity. High-quality education correlated with positive impacts on the local community, while pre-arrival cultural perceptions significantly affected students’ adjustment and personal growth. The study concludes that a strong connection to PEI’s unique identity aids cultural adaptation. It calls for further research into specific aspects of PEI’s identity affecting students. It further suggests interventions like cultural sensitivity training and support services to enhance their adaptation experience. Despite its robust methodology, limitations such as response bias and lack of qualitative data highlight areas for improvement in future studies.