01816nas a2200133   4500008004100000245008300041210006900124490000600193520139200199100001501591700001801606700001601624856004201640       2023                        eng d00aInternational Students' Experience of Remote Teaching and Learning in Portugal0 aInternational Students Experience of Remote Teaching and Learnin0 v53 a<p>This article analyzes international students' assessment of remote teaching and learning (T&amp;L) during the second year of the COVID-19 pandemic in Portugal. While all students have suffered the consequences of campus lockdowns and distance teaching, international students represent a particularly vulnerable group since, even under normal circumstances, they already have to deal with the challenges of new academic and living conditions. In Portugal, most international students come from Portuguese-speaking (designated as Lusophone) countries. Students' experiences were gathered via an online cross-sectional survey (N = 672), and the quantitative analysis compared Lusophone and non-Lusophone students and undergraduate and postgraduate students. Non-Lusophone students were more negative about remote education than Lusophone ones, being less interested in continuing to study online and giving a more negative assessment of the T&amp;L experience than their counterparts. For them, cultural immersion is probably as important as degree attainment. Postgraduate students reported a lesser increase in study time and rated the pedagogical aspects better than undergraduate students, which suggests, by comparison, a better adaptation to the remote regime. Implementing flexible and hybrid education solutions is critical to maintaining international students' interest.</p>
1 aAguiar, J.1 aSin, Cristina1 aTavares, C.  uhttps://doi.org/10.1515/edu-2022-0190