Purpose: The primary purpose of the research is to pursue the international student's perception of the learning environment related to academic achievement in international universities to establish the elements of an educational culture that contribute to the academic achievement of international students. Research methodology: Numerous studies have been conducted over the last few decades to determine how students perceive their learning environment as reflected by their average level of academic achievement. The impact of international students from the Asian & African continent and their social, cultural, and educational experiences on their academic achievement was evaluated by reviewing global and local materials conducted at one Chinese university in Zhejiang province. This study commenced with a search of computerized educational, sociology, and psychology databases using the exploratory phase method. The materials for the review are divided into two sections: a synopsis of academic, social, and cultural consequences & a description and criticism of strategies for promoting international competitiveness and fostering intercultural understanding. Results: International students' perception of the learning environment has a significant impact on academic achievement at international foreign universities, and the findings of this study stimulate the researcher to emerge with new strategies that can heighten the performance of international students.

The rapid spread of the Covid-19 around the world following the discovery of a new outbreak in December 2019 has completely paralyzed the lives of all people. The main purpose of this study is to observe the experiences and challenges of international students living at Huzhou University during the epidemic. Qualitative methods in a phenomenological manner have been used in the study through which in-depth research has been conducted and data has been collected through semi-structured interviews using purposive sampling. The results of this study showed that, international students have been able to cope with the challenges they have faced such as psychological, academic & social. At the time of the epidemic, they were paralyzed, but over time, they were able to make a living, as well as communicate regularly with peoples close to them. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0796/a.php" alt="Hit counter" /></p>

This study works to identify the effects of autism on parents, siblings, and teachers. How autism affects a family and its members, how friends react to their autistic friend, neighbor’s perception, and teachers' behavior towards autistic children. After some previous studies, an empirical efficacy framework was created and tested through quantitative techniques. In-depth interview questions were set for conducting a survey with the Parents, Siblings, and Teachers. The results were examined using Cronbach’s α, Pearson's correlation and regression analysis strategies. The study examines the relationship between the impact of autism on parents, siblings, and teachers showing various impact by autistic children through the different phases of his life and with his association with different people in society. The study presents a comprehensive and recent review of the effects of autism. Parents who are the primary caregivers of these children were interviewed about their child's autism detection, access to services, and the impact of their family being affected by autism. The findings of the research can aid practitioners in the autism sector in focusing their efforts on areas that can be taken under observations for the improvement of autistic children as well as society.

For many years, students with special needs have been a crucial topic in general education classrooms. These children are entitled to full access to all materials and social interactions available in a regular classroom. Many schools' ultimate goal is to construct a classroom with the fewest restrictions possible to satisfy all kids' needs, including those with special needs. Teachers want kids with special needs in their classrooms, according to studies, but they are ill-equipped to meet their educational demands. Teachers should be able to learn more about how to establish successful inclusion classrooms. As a result, the goal of this research is to address the many teaching techniques that instructors might employ to have a successful inclusive classroom. This study answered one research question: How do teachers ensure a child with a disability has a successful enrollment? A survey of academic literature and observations in two primary classes was used to obtain this research topic data. The findings of the study revealed that teachers who are informed about a range of teaching tactics include getting started and getting ready: When it comes to preparing for a student with a disability in class, it's all about the "right stuff." It's almost as if picking up a new language, but it fits right into any modern discussion of effective teaching and learning. Plans tailored to each child: This may not bother the teacher, but make sure that individual planning meetings, specialists, and consultants do not ask to undergo advanced therapies without providing practical support. A distinct set of instructions: collaboration with teaching assistants, and so on can help children with special needs succeed.

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