The Occupational Challenges and Responses of International Graduate Students in South Korea: A Scoping Review

Background: Humans, as occupational beings, are inherently driven to achieve mastery and adaptation. This drive is evident in international graduate students who face unique academic and sociocultural challenges when adapting to unfamiliar environments, such as South Korea. These challenges can hinder their occupational participation, yet there is a notable gap in the literature addressing the specific occupational issues faced by international students in this context. Aim: This study is aimed at exploring the unique occupational challenges encountered by international graduate students in Korea and their general adaptive responses, analyzed through the lens of the occupational adaptation (OA) model. Additionally, this study proposed interventions for educational institutions and occupational therapy practitioners to support students in achieving OA. Method: A scoping review was conducted following the PRISMA guidelines. Systematic searches across global (Web of Science, Scopus, and PubMed) and Korean (RISS and KISS) databases identified qualitative studies published in English or Korean over the past 10 years. ChatGPT‐4 assisted with data extraction, which was reviewed for accuracy. Study characteristics were summarized using descriptive statistics, and thematic analysis identified key themes related to occupational challenges. Results: The review identified 3 articles and 6 dissertations exploring the occupational challenges of 59 international graduate students in Korea. Most participants were master’s students, primarily from China, Uzbekistan, and Laos. Two main themes emerged: (1) the hierarchical nature of Korean culture, which impeded academic and social engagement, and (2) the fast‐paced lifestyle, which disrupted occupational balance. These challenges led to stress, isolation, and reduced participation, affecting role competence and quality of life. While students attempted adaptive strategies, they were often insufficient, highlighting the need for targeted interventions. Conclusions: International graduate students in Korea faced significant pressure to achieve mastery in a demanding environment. Culturally sensitive interventions, combined with strategies like cognitive behavioral therapy (CBT) and lifestyle redesign, can improve stress management, self‐advocacy, and occupational balance, leading to greater academic success.