Identity Negotiation of Migrant Students Within the Academic Culture of Islamic Higher Education

Abstract

This study examines the identity negotiation of migrant students within the academic culture of Islamic higher education. The study aims to explore how migrant students interpret cultural and academic differences, negotiate their identities, and develop a sense of belonging within a new university environment. A qualitative research method with a phenomenological approach was employed. Data were collected through in-depth interviews, natural observation, and documentation involving faculty leaders, heads of study programs, and migrant students at two Al-Washliyah Islamic higher education institutions in Medan. Data were analyzed interactively through data reduction, data display, and conclusion drawing or verification, supported by source and technique triangulation. The findings indicate that identity negotiation occurs through the interaction between students’ cultural backgrounds, institutional values, academic expectations, and social relationships. Previous familiarity with Al-Washliyah educational traditions facilitates students’ integration into the academic environment. Peer networks, senior students, lecturers, family support, and digital communication also contribute significantly to academic belonging. Students negotiate cultural differences through communicative flexibility, openness, participation in campus activities, and engagement with diverse social environments. The study concludes that migrant students construct layered identities by maintaining cultural continuity while acquiring new academic and social competencies within Islamic higher education.