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Educational Journeys  \nSara Bano1  \nABSTRACT: This study examines the self‐directed learning (SDL) experiences of international doctoral students by tracing their educational and career trajectories from early life through doctoral study. Using narrative interviews with 12 international STEM doctoral students in the United States, the research explores how SDL unfolds asa lifelong process shaped by individual agency as well as familial and socio‐cultural contexts. Findings reveal that participants engaged in strategic resource‐seeking, relied on emotional and social support systems, and, particularly for those from under‐  \nresourced backgrounds, made critical use of digital technologies to navigate academic transitions. This study shows SDL as a socially embedded learning process rather than an isolated and purely individual endeavour. Overall, the research contributes to a more nuanced understanding of SDL by highlighting the interplay between learners’personal histories and broader socio‐cultural influences, offering implications for both theory and practice in international and adult higher education.  \nIntroduction  \nInternational doctoral students represent a growing and indispensable segment of the U.S. higher education landscape, especially in science, technology, engineering, and mathematics (STEM) fields. These students bring valuable intellectual, cultural, and linguistic diversity, contributing significantly to the advancement of research, innovation, and the internationalization of higher education (Chellaraj & Maskus, 2008; Sato & Hodge, 2009). Their presence not only enhances cross‐cultural understanding but also fosters global perspectives within academic institutions, enriching the educational experiences of both domestic and international communities. While thereis a substantial body of research examining the experiences of international students including doctoral students, existing studies have largely focused on their adjustment and integration into the host culture and academic system (Andrade, 2006; Campbell, 2015; Le & Gardner, 2010) . Much of this literature highlights the challenges international doctoral students face, such as cultural adaptation, language barriers, social isolation, and unfamiliar academic expectations (Jackson et al., 2013; Kuo, 20011; Sherry et al., 2010; Sverdlik et al., 2018) . However, there is a notable gap in research that explores the holistic and longitudinal nature of international doctoral students’  \n1 Assistant Professor, Michigan State University; [banosara@msu.edu](banosara@msu.edu)  \nPage 18 • AAACE Commission for International Adult Education  \neducational journeys. Specifically, limited attention has been given to how their past life experiences including educational, professional, and personal histories from their home countries shape their current academic trajectories and learning processes in the United States.  \nThis study seeks to address this gap by exploring how international doctoral students actively shape their educational journeys through self‐directed learning (SDL) and agentic decision‐making across transnational and institutional contexts. Rather than viewing these learners as passive recipients of academic systems, this research examines how they navigate complex transitions, set goals, and draw on internal and external resources to succeed. Understanding these processes is crucial for capturing the complexity of their lived experiences and for expanding theoretical perspectives on adult learning, particularly in the context of transnational mobility and higher education.  \nTheoretically, this study contributes to the field of adult and higher education by integrating concepts of SDL (Garrison, 1997; Knowles, 1975) and learner agency (Eteläpelto et al., 2013) into the study of international doctoral education. Practically, the findings offer insights for insti","cbCaigK3WceqK1ZZ","https://ap.wps.com/l/cbCaigK3WceqK1ZZ","pdf",269044,13,"English","# ABSTRACT\n# Introduction\n# Theoretical Framework","[{\"question\":\"What research question does the study address about international doctoral students?\",\"answer\":\"The study explores how international doctoral students actively shape their educational journeys through self-directed learning and agentic decision-making across transnational and institutional contexts.\"},{\"question\":\"How is self-directed learning (SDL) defined within the theoretical framework?\",\"answer\":\"SDL is grounded in Malcolm Knowles’ concept, describing a process where individuals take initiative to identify learning needs, set goals, select strategies, access resources, and evaluate outcomes.\"},{\"question\":\"What does the study find about how participants use resources and support?\",\"answer\":\"Participants engaged in strategic resource seeking, relied on emotional and social support systems, and for under-resourced backgrounds used digital technologies to navigate academic transitions.\"}]","Navigating Academic Trajectories - Self-Directed Learning and International STEM Doctoral Students’ Educational Journeys | PDF",1792050397,33]