In this global world, the number of international students who study in a country different from his or her country of origin has witnessed a rapid increase in the recent years , which creates emerging practical opportunities and challenges and thus arouses great interest among educational researchers[1]. The pull and push factors of studying abroad have been investigated particularly in comparative research on the unsatisfactory learning, working and living conditions of home countries and desirable conditions of host countries[2]. During international education, students (re)construct their national and cultural identities . Apart from their intercultural awareness and identity, international students also achieve different levels of learning outcomes in specific aspects. Some acquire global academic knowledge and identities during studying abroad[3]. As an international student myself, I took the opportunity of this assignment and reviewed my international study experience.

Jie Wang.A narrative inquiry into the cultural identity construction of a Chinese student in New Zealand. Frontiers in Educational Research (2021) Vol. 4, Issue 6: 108-115. https://doi.org/10.25236/FER.2021.040618.

[1] Qin Xue,Zhang Guoliang.The Influence of Internet Use on the Cultural Identity of Chinese International Students——Based on a Comparative Study of Chinese and Foreign Students Studying in the U.S.[J].Journal of Southwest University for Nationalities, 2020, 041(005):164-169.

[2] Zhou Ting.Research Progress on the Cultural Identity of International Students in China——Based on CNKI's Literature Analysis from 2004 to 2018[J].JOURNAL OF HUNAN RADIO AND TELEVISION UNIVERSITY, 2020, No.84(04):94-101.

[3] Li Yuting, Wang Haitao, Xiong Jiahui. A Study of Chinese Students’ Identity of Chinese Design Culture under the Background of "One Belt One Road"[J]. CHANGJIAN CONGKAN, 2019, 000(009):P.154-154.

[4] Ren Di, Yao Junxi. An Empirical Study of Foreign Students’ Media Use and Chinese Cultural Identity [J]. Journal of Southwest University for Nationalities, 2019(9):147-153.

[5] Cao Yi. Enhancing international students’ sense of identity with Chinese culture through Chinese cultural practice classes [J]. Information Weekly, 2019, 000(028):1-1.

[6] Song Yu..Investigation and Research on the Degree of Chinese Cultural Identity of International Students in China [J].Comparative study of cultural innovation, 2020, 004(004):197-198.

[7] Shen Yue.On Improving Chinese Cultural Identity of ASEAN International Students[J]. Journal of Huainan Vocational & Technical College, 2019, 019(005):73-75.

[8] Zhao Jin, Luo Ya.The Necessity of Enhancing Chinese Traditional Cultural Identity for International Students from One Belt and One Road Countries[J]. Comparative study of cultural innovation, 2019, 003(031):P.195-196.

[9] Yang Ju, Samuel H. Song, Huang Huiping.How the University Supports International Students’ Cross-cultural Adaptation——Based on the Participatory Observation of the Practice of N University [J]. JOURNAL OF HUANGGANG NORMAL UNIVERSITY, 2019, 039(004):86-89.

[10] Yang Zhen.Investigation and Analysis of the Cultural Adaptability of Chinese Canadian Students [J].Chinese and Foreign Communication, 2019, 026(048):76.

[11] Fargion, S. and Nuttman-Shwartz, O. (2020) Acculturation Theory, Cultural Competency and Learning from Differences: Reflections from a European Short Student Mobility Program. European Journal of Social Work 23.5 pp849-861.

[12] Tarchi, C., Surian, A. and Daiute, C. (2019) Assessing Study-abroad Students’ Intercultural Sensitivity with Narratives. European journal of psychology of education 34.4 pp873–894.