Enhancing mental health support for international students: A digital framework for holistic well-being in higher education

Mahmoud Elkhodr; Ergun Gide; Nishant Pandey; Mahmoud Elkhodr; Ergun Gide; Nishant Pandey

doi:10.3934/steme.2024025

STEM Education

2024, Volume 4, Issue 4: 466-488. doi: 10.3934/steme.2024025

Previous Article Next Article

Research article

Enhancing mental health support for international students: A digital framework for holistic well-being in higher education

School of Engineering and Technology, Central Queensland University, Rockhampton, Australia; m.elkhodr@cqu.edu.au, e.gide@cqu.edu.au, n.pandey@cqu.edu.au

Academic Editor: Stephen Xu

Received: 19 July 2024 Revised: 24 September 2024 Accepted: 24 September 2024 Published: 14 October 2024

Mental health issues among students in Australia, particularly international students, remain a significant concern in higher education. We investigated the factors contributing to the ineffectiveness of current mental health services and proposed an innovative digital solution to address these persistent challenges. We introduced a formalized "Well-being Assistive Technology Framework" designed to tackle key issues students face, including social isolation, financial difficulties, and language barriers. These challenges, while exacerbated during the COVID-19 pandemic, continue to impact student well-being in the post-pandemic era. Based on this framework, a community-based mental health networking mobile application prototype was developed. The app aims to combat mental health issues by facilitating peer support, increasing service awareness, and overcoming language and cultural barriers. It provides a holistic approach to student well-being, incorporating features for quick access support, financial wellness, cultural integration, self-care, self-assessment, legal rights information, and community engagement. Future works involve user-based validation of the developed mobile app to assess its efficacy.
- mental health,
- well-being,
- assistive technology,
- mobile app,
- international students
Citation: Mahmoud Elkhodr, Ergun Gide, Nishant Pandey. Enhancing mental health support for international students: A digital framework for holistic well-being in higher education[J]. STEM Education, 2024, 4(4): 466-488. doi: 10.3934/steme.2024025

Related Papers:

Abstract

Mental health issues among students in Australia, particularly international students, remain a significant concern in higher education. We investigated the factors contributing to the ineffectiveness of current mental health services and proposed an innovative digital solution to address these persistent challenges. We introduced a formalized "Well-being Assistive Technology Framework" designed to tackle key issues students face, including social isolation, financial difficulties, and language barriers. These challenges, while exacerbated during the COVID-19 pandemic, continue to impact student well-being in the post-pandemic era. Based on this framework, a community-based mental health networking mobile application prototype was developed. The app aims to combat mental health issues by facilitating peer support, increasing service awareness, and overcoming language and cultural barriers. It provides a holistic approach to student well-being, incorporating features for quick access support, financial wellness, cultural integration, self-care, self-assessment, legal rights information, and community engagement. Future works involve user-based validation of the developed mobile app to assess its efficacy.

References

[1]	Nguyen, O.O.T.K. and Balakrishnan, V.D., International students in Australia – during and after COVID-19. Higher Education Research & Development, 2020, 39(7): 1372‒1376. https://doi.org/10.1080/07294360.2020.1825346 doi: 10.1080/07294360.2020.1825346
[2]	Clough, B.A., Nazareth, S.M., Day, J.J. and Casey, L.M., A comparison of mental health literacy, attitudes, and help-seeking intentions among domestic and international tertiary students. British Journal of Guidance & Counselling, 2019, 47(1): 123‒135. https://doi.org/10.1080/03069885.2018.1459473 doi: 10.1080/03069885.2018.1459473
[3]	Morris, A., Hastings, C., Wilson, S., Mitchell, E., Ramia, G. and Overgaard, C., The Experience of International Students Before and During COVID-19: Housing, work, study, and wellbeing. 2020. Available from: https://internationalstudentsandhousing.files.wordpress.com/2020/08/international-students-and-housing-survey-report-final-no-logos-5-aug-2020.pdf
[4]	Berg, L. and Farbenblum, B., As if we weren't humans: The abandonment of temporary migrants in Australia during COVID-19. 2020. https://doi.org/10.2139/ssrn.3709527
[5]	Dodd, R.H., Dadaczynski, K., Okan, O., McCaffery, K.J. and Pickles, K., Psychological Wellbeing and Academic Experience of University Students in Australia during COVID-19. International Journal of Environmental Research and Public Health, 2021,. 18(3): 866. https://doi.org/10.3390/ijerph18030866 doi: 10.3390/ijerph18030866
[6]	Clough, B.A., Nazareth, S.M. and Casey, L.M., Making the grade: a pilot investigation of an e-intervention to increase mental health literacy and help-seeking intentions among international university students. British Journal of Guidance & Counselling, 2020, 48(3): 347‒359. https://doi.org/10.1080/03069885.2019.1673312 doi: 10.1080/03069885.2019.1673312
[7]	Shand, F.L., Ridani, R., Tighe, J. and Christensen, H., The effectiveness of a suicide prevention app for indigenous Australian youths: study protocol for a randomized controlled trial. Trials, 2013, 14(1): 1‒7. https://doi.org/10.1186/1745-6215-14-396 doi: 10.1186/1745-6215-14-396
[8]	Degner, D., Differentiating between "baby blues, " severe depression, and psychosis. BMJ, 2017,359: j4692. https://doi.org/10.1136/bmj.j4692 doi: 10.1136/bmj.j4692
[9]	Adhikari, P. and Cooper-Stanbury, M., Perinatal depression: Data from the 2010 Australian national infant feeding survey. AIHW, 1742493203, 2012. Available from: https://www.aihw.gov.au/getmedia/80df038a-4a03-4214-beca-cfd4b0ac6a43/14496.pdf
[10]	Xiong, J., Lipsitz, O., Nasri, F., Lui, L.M., Gill, H., Phan, L., et al., Impact of COVID-19 pandemic on mental health in the general population: A systematic review. J Affect Disord, 2020,277: 55‒64. https://doi.org/10.1016/j.jad.2020.08.001 doi: 10.1016/j.jad.2020.08.001
[11]	Enticott, J.C., Lin, E., Shawyer, F., Russell, G., Inder, B., Patten, S., et al., Prevalence of psychological distress: How do Australia and Canada compare? Aust N Z J Psychiatry, 2018, 52(3): 227‒238. https://doi.org/10.1177/0004867417708612 doi: 10.1177/0004867417708612
[12]	Cook, L., Mental health in Australia: a quick guide, " in "Parliament of Australia, " 2019. Available from: https://www.swslhd.health.nsw.gov.au/Carers/content/pdf/Mental%20Illness%20Fact%20Sheets/MHinAustralia-QuickGuide.pdf
[13]	Talevi, D., Socci, V., Carai, M., Carnaghi, G., Faleri, S., Trebbi, E., et al., Mental health outcomes of the CoViD-19 pandemic. Rivista di psichiatria, 2020, 55(3): 137‒144.
[14]	Moreno, C., Wykes, T., Galderisi, S., Nordentoft, M., Crossley, N., Jones, N., et al., How mental health care should change as a consequence of the COVID-19 pandemic. The Lancet Psychiatry, 2020, 7(9): 813‒824. https://doi.org/10.1016/S2215-0366(20)30307-2 doi: 10.1016/S2215-0366(20)30307-2
[15]	Cullen, W., Gulati, G. and Kelly, B.D., Mental health in the COVID-19 pandemic. QJM, 2020,113(5): 311‒312. https://doi.org/10.1093/qjmed/hcaa110 doi: 10.1093/qjmed/hcaa110
[16]	Kofman, Y.B. and Garfin, D.R., Home is not always a haven: The domestic violence crisis amid the COVID-19 pandemic. Psychol Trauma, 2020, 12(S1): S199‒S201. https://doi.org/10.1037/tra0000866 doi: 10.1037/tra0000866
[17]	Chegg.org, Global Student Survey, Chegg.org, Santa Clara, CA, USA, 2021. Available from: https://www.chegg.org/global-student-survey-2021
[18]	Wang, X., Hegde, S., Son, C., Keller, B., Smith, A. and Sasangohar, F., Investigating Mental Health of US College Students During the COVID-19 Pandemic: Cross-Sectional Survey Study. J Med Internet Res, 2020, 22(9): e22817. https://doi.org/10.2196/22817 doi: 10.2196/22817
[19]	Cao, W., Fang, Z., Hou, G., Han, M., Xu, X., Dong, J., et al., The psychological impact of the COVID-19 epidemic on college students in China. Psychiatry Research, 2020,287: 112934. https://doi.org/10.1016/j.psychres.2020.112934 doi: 10.1016/j.psychres.2020.112934
[20]	Son, C., Hegde, S., Smith, A., Wang, X. and Sasangohar, F., Effects of COVID-19 on College Students' Mental Health in the United States: Interview Survey Study. J Med Internet Res, 2020, 22(9): e21279. https://doi.org/10.2196/21279 doi: 10.2196/21279
[21]	Pierce, M., Hope, H., Ford, T., Hatch, S., Hotopf, M., John, A., et al., Mental health before and during the COVID-19 pandemic: a longitudinal probability sample survey of the UK population. The Lancet Psychiatry, 2020, 7(10): 883‒892. https://doi.org/10.1016/S2215-0366(20)30308-4 doi: 10.1016/S2215-0366(20)30308-4
[22]	Serafini, R.A., Powell, S.K., Frere, J.J., Saali, A., Krystal, H.L., Kumar, V., et al., Psychological distress in the face of a pandemic: An observational study characterizing the impact of COVID-19 on immigrant outpatient mental health. Psychiatry Research, 2021,295: 113595. https://doi.org/10.1016/j.psychres.2020.113595 doi: 10.1016/j.psychres.2020.113595
[23]	Orygen, International students and their mental health and physical safety, Department of Education, Skills and Employment, Canberra, Australian Capital Territory, Australia, 2020. Available from: https://internationaleducation.gov.au/International-network/Australia/InternationalStrategy/EGIProjects/Documents/ORYGEN%20-%20International%20Student%20Mental%20Health%20and%20Physical%20Safety%20June%202020.pdf
[24]	Gallagher, H.L., Doherty, A.Z. and Obonyo, M., International student experiences in Queensland during COVID-19. International Social Work, 2020, 63(6): 815‒819. https://doi.org/10.1177/0020872820949621 doi: 10.1177/0020872820949621
[25]	Husain, W., Barriers in Seeking Psychological Help: Public Perception in Pakistan. Community Ment Health J, 2020, 56(1): 75‒78. https://doi.org/10.1007/s10597-019-00464-y doi: 10.1007/s10597-019-00464-y
[26]	Martin, J.M., Stigma and student mental health in higher education. Higher Education Research & Development, 2010, 29(3): 259‒274. https://doi.org/10.1080/07294360903470969 doi: 10.1080/07294360903470969
[27]	Dovchin, S., The psychological damages of linguistic racism and international students in Australia. International Journal of Bilingual Education and Bilingualism, 2020, 23(7): 804‒818. https://doi.org/10.1080/13670050.2020.1759504 doi: 10.1080/13670050.2020.1759504
[28]	Balcombe, L. and De Leo, D., An Integrated Blueprint for Digital Mental Health Services Amidst COVID-19. JMIR Ment Health, 2020, 7(7): e21718. https://doi.org/10.2196/21718 doi: 10.2196/21718
[29]	Zhou, X., Snoswell, C.L., Harding, L.E., Bambling, M., Edirippulige, S., Bai, X., et al., The Role of Telehealth in Reducing the Mental Health Burden from COVID-19. Telemed J E Health, 2020, 26(4): 377‒379. https://doi.org/10.1089/tmj.2020.0068 doi: 10.1089/tmj.2020.0068
[30]	Liu, J.J., Bao, Y., Huang, X., Shi, J. and Lu, L., Mental health considerations for children quarantined because of COVID-19. The Lancet Child & Adolescent Health, 2020, 4(5): 347‒349. https://doi.org/10.1016/S2352-4642(20)30096-1 doi: 10.1016/S2352-4642(20)30096-1
[31]	McAneney, H., Tully, M.A., Hunter, R.F., Kouvonen, A., Veal, P., Stevenson, M., et al., Individual factors and perceived community characteristics in relation to mental health and mental well-being. BMC public health, 2015, 15(1): 1‒13. https://doi.org/10.1186/s12889-015-2590-8 doi: 10.1186/s12889-015-2590-8
[32]	Usher, K., Bhullar, N., Durkin, J., Gyamfi, N. and Jackson, D., Family violence and COVID-19: Increased vulnerability and reduced options for support. Int J Ment Health Nurs, 2020, 29(4): 549‒552. https://doi.org/10.1111/inm.12735 doi: 10.1111/inm.12735
[33]	Westrupp, E.M., Bennett, C., Berkowitz, T., Youssef, G.J., Toumbourou, J.W., Tucker, R., et al., Child, parent, and family mental health and functioning in Australia during COVID-19: Comparison to pre-pandemic data. European child & adolescent psychiatry, 2023, 32(2): 317‒330. https://doi.org/10.1007/s00787-021-01861-z doi: 10.1007/s00787-021-01861-z
[34]	Wang, G., Zhang, Y., Zhao, J., Zhang, J. and Jiang, F., Mitigate the effects of home confinement on children during the COVID-19 outbreak. The Lancet, 2020,395(10228): 945‒947. https://doi.org/10.1016/S0140-6736(20)30547-X doi: 10.1016/S0140-6736(20)30547-X
[35]	Eisenberg, D., Hunt, J., Speer, N. and Zivin, K., Mental health service utilization among college students in the United States. J Nerv Ment Dis, 2011,199(5): 301‒308. https://doi.org/10.1097/NMD.0b013e3182175123 doi: 10.1097/NMD.0b013e3182175123
[36]	Torous, J., Jan Myrick, K., Rauseo-Ricupero, N. and Firth, J., Digital Mental Health and COVID-19: Using Technology Today to Accelerate the Curve on Access and Quality Tomorrow. JMIR Ment Health, 2020, 7(3): e18848. https://doi.org/10.2196/18848 doi: 10.2196/18848
[37]	Figueroa, C.A. and Aguilera, A., The Need for a Mental Health Technology Revolution in the COVID-19 Pandemic. Front Psychiatry, 2020, 11: 523. https://doi.org/10.3389/fpsyt.2020.00523 doi: 10.3389/fpsyt.2020.00523
[38]	Taylor, C.B., Fitzsimmons-Craft, E.E. and Graham, A.K., Digital technology can revolutionize mental health services delivery: The COVID-19 crisis as a catalyst for change. Int J Eat Disord, 2020, 53(7): 1155‒1157. https://doi.org/10.1002/eat.23300 doi: 10.1002/eat.23300
[39]	Lovejoy, C.A., Buch, V. and Maruthappu, M., Technology and mental health: The role of artificial intelligence. Eur Psychiatry, 2019, 55: 1‒3. https://doi.org/10.1016/j.eurpsy.2018.08.004 doi: 10.1016/j.eurpsy.2018.08.004
[40]	Areán, P.A., Ly, K.H. and Andersson, G., Mobile technology for mental health assessment. Dialogues in clinical neuroscience, 2016, 18(2): 163. https://doi.org/10.31887/DCNS.2016.18.2/parean doi: 10.31887/DCNS.2016.18.2/parean
[41]	Newman, V., Tindall, K. and Everist, L., Can nudging improve student wellbeing? Results from an RCT in Australia. The Behavioural Insights Team. Available from: https://www.bi.team/blogs/can-nudging-improve-student-wellbeing-results-from-an-rct-in-australia/
[42]	Marshall, J.M., Dunstan, D.A. and Bartik, W., The role of digital mental health resources to treat trauma symptoms in Australia during COVID-19. Psychol Trauma, 2020, 12(S1): S269‒S271. https://doi.org/10.1037/tra0000627 doi: 10.1037/tra0000627

Author's biography Dr. Mahmoud Elkhodr is a researcher and lecturer at the School of Engineering and Technology, Central Queensland University, Australia. With a strong multidisciplinary approach, his expertise lies at the intersection of cybersecurity, the Internet of Things (IoT), and e-health. Dr. Elkhodr's research explores the critical challenges and opportunities in securing IoT systems, preserving privacy in connected environments, and leveraging emerging technologies to enhance healthcare delivery. Throughout his career, Dr. Elkhodr has made significant contributions to the field, including the development of the innovative Semantic Obfuscation Technique and the Internet of Things Management Platform. These breakthroughs have been widely recognized and have paved the way for more secure and efficient IoT deployments. Dr. Elkhodr has successfully supervised numerous research students, thus guiding them in their exploration of cutting-edge topics within cybersecurity, the IoT, and related domains. His extensive publication record spans prestigious journals and international conferences, showcasing his commitment to advancing knowledge and fostering collaboration across disciplines. Dr. Elkhodr's broad research interests encompass a range of key areas, including cybersecurity, the IoT, human--computer interaction, blockchain, AI, ML, digital education, and e-health; Dr. Ergun Gide is an A/Professor in ICT with Central Queensland University, Australia. He specialized in intelligent information systems and technology education. His research interests include Intelligent e-Business systems, GenAI-Education, Digital transformation, E-health, Emerging and Educational technologies. He supervises research students and publishes extensively on these research topics. He consults institutions in intelligent e-business. He promotes work-integrated learning (WIL) and industry engagement to prepare ICT graduates as innovative professionals and future tech entrepreneurs; Nishant Pandey is a Research student under Dr Mahmoud Elkhodr and A/Professor Ergun Gide's supervision at Central Queensland University

Reader Comments

Your name:*

Email:*
© 2024 the Author(s), licensee AIMS Press. This is an open access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0)