{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,2,17]],"date-time":"2026-02-17T11:57:37Z","timestamp":1771329457275,"version":"3.50.1"},"reference-count":51,"publisher":"Walter de Gruyter GmbH","issue":"1","license":[{"start":{"date-parts":[[2023,1,1]],"date-time":"2023-01-01T00:00:00Z","timestamp":1672531200000},"content-version":"unspecified","delay-in-days":0,"URL":"http:\/\/creativecommons.org\/licenses\/by\/4.0"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":[],"published-print":{"date-parts":[[2023,6,27]]},"abstract":"<jats:title>Abstract<\/jats:title>\n               <jats:p>This article analyzes international students\u2019 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\u2019 experiences were gathered via an online cross-sectional survey (<jats:italic>N<\/jats:italic> = 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\u2019 interest.<\/jats:p>","DOI":"10.1515\/edu-2022-0190","type":"journal-article","created":{"date-parts":[[2023,6,27]],"date-time":"2023-06-27T13:24:27Z","timestamp":1687872267000},"source":"Crossref","is-referenced-by-count":1,"title":["International Students\u2019 Experience of Remote Teaching and Learning in Portugal"],"prefix":"10.1515","volume":"5","author":[{"given":"Joyce","family":"Aguiar","sequence":"first","affiliation":[{"name":"Centre for Research in Higher Education Policies , Matosinhos , Portugal"}]},{"given":"Cristina","family":"Sin","sequence":"additional","affiliation":[{"name":"CeiED - Interdisciplinary Research Centre for Education and Development, Lus\u00f3fona University , Lisbon , Portugal"}]},{"given":"Orlanda","family":"Tavares","sequence":"additional","affiliation":[{"name":"CeiED - Interdisciplinary Research Centre for Education and Development, Lus\u00f3fona University , Lisbon , Portugal"}]}],"member":"374","published-online":{"date-parts":[[2023,6,27]]},"reference":[{"key":"2023062713242062093_j_edu-2022-0190_ref_001","unstructured":"American Psychological Association. 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