Lived Experiences of Filipino Chemistry Students in International Graduate Education

Abstract

The increasing globalization of higher education has intensified student mobility, with many Filipino students pursuing advanced degrees abroad to access specialized programs, advanced research facilities, and global career opportunities. However, limited research has examined the lived experiences of Filipino students in scientific disciplines, particularly in chemistry, where gaps in laboratory training and research exposure remain evident. This study aimed to explore the motivations, challenges, coping strategies, and developmental outcomes of Filipino students studying abroad, as well as to assess how undergraduate preparation in the Philippines influences their readiness for international graduate education. Using a qualitative phenomenological approach, data were collected through semi-structured virtual interviews and analyzed via reflexive thematic analysis. Findings revealed that students are driven by local limitations in specialization and research infrastructure, while encountering socio-cultural and emotional challenges such as homesickness, language barriers, and cultural adaptation. An “instrumentation gap” in laboratory skills was identified despite strong theoretical foundations. Nevertheless, students demonstrated resilience through support systems and adaptive strategies, leading to transformative growth and a strong commitment to national contribution. These findings highlight the need for reforms in curriculum design, research infrastructure, and global engagement to enhance competitiveness and promote brain circulation.