Results of the ICW 2026

THANK YOU FOR YOUR PARTICIPATION

INtroduction

As part of the Intercultural Week (ICW) student conference, participants engaged in a structured series of thematic group discussions designed to encourage dialogue, critical reflection, and collaborative exchange on issues of contemporary social relevance. The conference brought together students from diverse academic, cultural, and national backgrounds, fostering an environment in which multiple perspectives could be shared and explored.

The group work component consisted of four discussion sessions held over four consecutive days. Each session provided participants with the opportunity to examine specific themes in greater depth, reflect on personal and collective experiences, and formulate ideas, concerns, and recommendations. Moderators facilitated the conversations and documented the key points, observations, and conclusions emerging from each discussion.

This report consolidates the summaries and minutes collected throughout the four sessions. It serves both as a record of the participants’ contributions and as a resource for organizers, partners, funders, and future initiatives. The document highlights the principal topics discussed within each group, identifies recurring themes and challenges, and preserves the insights generated during the conference as part of ICW’s ongoing commitment to intercultural learning, participation, and student- led dialogue.

Group 1: Mental Health of Students (Group A)

Overview

Across four discussion sessions, participants explored the mental health challenges faced by international students in Germany and identified practical ways universities and student communities can provide better support. The discussions highlighted that emotional well-being is closely connected to academic success, social integration, and access to institutional resources.

Slot 1: Mental Health Challenges and Coping

Participants identified loneliness during winter, cultural and language barriers, bureaucratic processes, long waiting times for medical appointments, and the pressure of managing daily life independently as major stressors. Many students felt unable to openly express their struggles. Suggested solutions included stronger buddy programmes, easier access to professors and student councils, promoting hobbies and physical activity, registering with a Hausarzt early, and creating more accessible counselling opportunities. Participants emphasized the need for greater mental health awareness, especially during students’ first semesters.

Slot 2: University Support Structures

Discussions focused on academic pressure, visa delays, administrative procedures, and a lack of awareness about existing support services. Language barriers further complicated access to assistance. Participants highlighted the importance of the International Office, We4You, buddy programmes, campus service centres, and intercultural student organizations. Better communication, multilingual information, orientation activities, and stronger collaboration between university services and student groups were identified as priorities.

Slot 3: Cultural Perspectives on Mental Health

Participants reflected on differences in mental health awareness across cultures, noting that discussions remain stigmatized in many parts of the Global South. Homesickness, adapting to unfamiliar systems, academic expectations, and separation from family networks were identified as significant challenges. The group stressed the importance of recognizing changes in behaviour, sleep, and emotional well- being, while understanding that stress and culture shock are often part of the adaptation process. Mental health was framed not as the absence of difficulties, but as the ability to cope, recover, and seek support when needed.

Slot 4: Awareness and Interactive Learning

The final session used interactive activities and personal storytelling to encourage conversations about mental health. Participants shared how academic pressure, burnout, loneliness, and observing friends or family members shaped their understanding of mental well-being. The group recommended integrating games, peer discussions, mentoring programmes, and awareness workshops into university life to reduce stigma and create safe spaces for dialogue.

Key Recommendations and Outcomes

Across all sessions, participants called for:

  • Stronger buddy and peer-support networks.
  • Better promotion of existing university services.
  • More multilingual and culturally sensitive support structures.
  • Improved access to counselling and mental health resources.
  • Greater mental health awareness during orientation programmes.
  • Reduced bureaucratic stress for international students.

The discussions reinforced that supporting international students requires addressing academic, social, cultural, and emotional dimensions together, fostering an inclusive environment where students can thrive both personally and academically.

Group 2: Mental Health of Students (Group B)

Overview

The discussions in Group B focused on the emotional, social, and structural challenges faced by international students in Germany. Participants reflected on mental health taboos in their home cultures, the pressures of adapting to a new environment, and the importance of building supportive communities and accessible services.

Slot 1: Challenges of Living and Studying Abroad

Students highlighted loneliness, winter depression, accommodation shortages, bureaucratic difficulties, visa delays, and limited awareness of buddy programmes as major sources of stress. Anxiety, social isolation, trust issues, and the pressure to meet societal expectations frequently affected both mental and physical well-being. Participants emphasized practical coping mechanisms such as building friendships through student clubs, cooking together, part-time work, journaling, sports, and creative activities. Acceptance of the need for help, emotional boundaries, and peer support were identified as essential steps toward resilience.

Slot 2: Support Structures and Community Building


The session explored university support systems alongside informal peer networks. A nature walk organized during the discussion helped participants connect more openly and reduced social anxiety. Students highlighted the value of university psychologists, student associations, Studierendenwerk services, and public health insurance resources. Emergency support structures, including national counseling hotlines, were also shared. Participants agreed that open conversations and simple acts of checking on one another significantly reduce feelings of isolation and emotional burden.

Slot 3: Support Beyond the University

Participants discussed cultural barriers surrounding mental health and the difficulties international students face when accessing English-language counseling services. Many described struggles related to adapting to new academic systems, managing everyday responsibilities, and coping with feelings of failure, loneliness, and self-doubt. The group called for culturally sensitive mental health services, stronger peer-support initiatives, and earlier mental health education. Students emphasized the importance of self-awareness, time management, understanding personal stress triggers, and recognizing that many challenges arise from major life transitions rather than illness alone.Participants reflected on differences in mental health awareness across cultures, noting that discussions remain stigmatized in many parts of the Global South. Homesickness, adapting to unfamiliar systems, academic expectations, and separation from family networks were identified as significant challenges. The group stressed the importance of recognizing changes in behaviour, sleep, and emotional well- being, while understanding that stress and culture shock are often part of the adaptation process. Mental health was framed not as the absence of difficulties, but as the ability to cope, recover, and seek support when needed.

Slot 4: Reflection and Shared Experiences

The final session focused on community building through interactive activities, including mental health-themed charades and a group walk to Newton’s Tree. Participants shared personal experiences that shaped their understanding of mental well-being and reflected on different coping strategies. The discussions reinforced that individuals manage stress differently—some through conversation and social support, others through work, routine, or personal activities. The session fostered empathy, connection, and a stronger sense of belonging among participants.

Key Recommendations and Outcomes

Participants recommended:

  • Expanding buddy programmes and improving awareness of existing support systems.
  • Increasing access to English-language counseling and culturally sensitive services.
  • Strengthening peer-led initiatives and student communities.
  • Promoting self-care practices, emotional boundaries, and open dialogue.
  • Integrating mental health awareness into orientation and onboarding activities.

Overall, the group emphasized that community, trust, and accessible support structures are essential for helping international students navigate the challenges of studying abroad and maintaining positive mental well-being.

Group 3: Students at Work

Overview

This discussion group examined the role of employment in the lives of international students, focusing on financial needs, career preparation, workplace integration, and labor rights in Germany. Participants reflected on balancing studies with work while preparing for long-term professional opportunities.

Slot 1: Working Alongside Studies

Participants agreed that employment is often a necessity due to financial pressures and limited access to state support. At the same time, work provides valuable experience, professional networks, and pathways to future careers. Language barriers, uncertainty about work regulations, and concerns about taxes and social insurance emerged as major challenges. HiWi positions were widely regarded as the most beneficial form of student employment because of their flexibility and academic relevance. Students recommended increasing awareness of labor regulations, promoting mentorship opportunities, and encouraging direct contact with professors regarding HiWi positions.

Slot 2: Career Preparation and the Role of Universities

Discussions highlighted German-language proficiency as the primary obstacle to employment. Many participants relied on digital tools to support professional communication and felt that international students require additional career guidance beyond standard university services. Participants emphasized that career readiness should be a shared responsibility: students must actively develop skills and networks, while universities should provide accessible career counseling, practical opportunities, and stronger industry connections.

Slot 3: Workplace Integration and German Working Culture

The session explored communication styles, workplace expectations, and intercultural collaboration in German companies. Participants noted that successful integration depends on punctuality, teamwork, proactive communication, and mutual respect. Many workplace misunderstandings were attributed to cultural differences rather than negative intentions. Open dialogue, mentorship, and intercultural exchange were identified as important tools for improving workplace integration and fostering inclusive professional environments.

Slot 4: Labor Rights and Employment Protection

Participants received information on employment contracts, working hours, overtime regulations, social security, residence-permit conditions, and anti-discrimination protections. The group emphasized the importance of understanding labor rights, documenting work arrangements, and seeking support through unions, workers’ councils, and advisory services when necessary. Greater awareness of legal protections was seen as essential for ensuring fair and secure employment experiences for international students.

Key Recommendations and Outcomes

Participants recommended:

  • Expanding information sessions on work regulations, taxation, and labor rights.
  • Increasing access to career counseling, mentorship, and networking opportunities.
  • Promoting HiWi positions and career-relevant student employment.
  • Strengthening German-language and professional communication training.
  • Encouraging intercultural exchange to support workplace integration.

Overall, the discussions highlighted that employment serves not only as financial support but also as a critical component of professional development, social integration, and long-term career success for international students in Germany.

Group 4: International Community Building (Group A)

Overview

This group explored the importance of international communities in supporting students throughout their educational journey, from pre-arrival preparations to life after graduation. Discussions focused on fostering inclusive, diverse, and open communities while addressing the challenges of social isolation, stereotypes, and limited interaction with local society.

Slot 1: Supporting New International Students

Participants emphasized that communities play a vital role in helping students navigate cultural adjustment, administrative processes, and daily life. Discussions examined the different phases of adaptation experienced by international students and highlighted the importance of providing support before arrival, during the initial culture shock, and throughout their studies. The group stressed the value of welcoming, diverse communities that encourage participation and create a sense of belonging from the very beginning.

Slot 2: Challenges of Closed Communities

The discussion focused on the disadvantages of isolated or exclusive international groups. While participants recognized that such communities often emerge as a defense mechanism and source of comfort, they also noted that they can limit interactions with local students and reinforce stereotypes. Participants explored ways to encourage deeper intercultural engagement, address prejudices related to ethnicity, religion, and identity, and ensure that political or external influences do not undermine inclusive community-building efforts.

Slot 3: Communities as Drivers of Integration

Participants highlighted the importance of formal and informal structures, including student associations, initiatives, and cultural organizations, in fostering integration. The role of universities in supporting these efforts was discussed alongside the contributions of student-led activities. Festivals, traditions, and shared celebrations were identified as powerful tools for building connections, preserving cultural heritage, and strengthening relationships between international and local communities.

Slot 4: Community Beyond Student Life

The final session examined how students maintain a sense of belonging after graduation and transition into wider migrant and professional networks. Participants reflected on the relationship between student communities and broader diaspora groups, as well as strategies for staying connected with family, friends, and cultural traditions in their home countries. The discussions emphasized that community-building extends beyond university life and remains an important source of identity, support, and integration throughout later stages of life.

Key Recommendations and Outcomes

Participants recommended:

  • Strengthening pre-arrival and first-semester support systems.
  • Creating more inclusive spaces that encourage interaction between international and local students.
  • Supporting student associations and community initiatives.
  • Using cultural events and traditions as platforms for integration.
  • Facilitating lifelong networks that continue beyond graduation.

Overall, the group concluded that vibrant, diverse, and open communities are essential for student well-being, intercultural understanding, and successful integration both within and beyond the university environment.

Group 5: International Community Building (Group B)

Overview

This group discussed how international communities support students throughout their transition to life in Germany, while also examining the risks of social isolation within closed groups. Participants explored ways to create diverse, inclusive communities that foster both intercultural exchange and long-term integration.

Slot 1: Supporting Students Through Arrival and Adaptation

Participants emphasized the importance of early support mechanisms, including pre-arrival online groups, buddy programmes, accommodation guidance, and orientation events. Assistance with administrative procedures such as registration, banking, and health insurance was considered essential.The group identified three key phases of adaptation: initial excitement, culture shock characterized by homesickness and academic challenges, and eventual adjustment through increased confidence and cultural understanding. Cultural events, student clubs, volunteering, and mixed international-local activities were recommended to build diverse communities.

Slot 2: The Risks of Closed Communities

Participants noted that while students often seek comfort in communities from similar cultural backgrounds, these spaces can limit interaction with local students and reduce networking opportunities. Language barriers, fear of judgment, and existing friendship circles were identified as reasons why intercultural exchanges often remain superficial. The group encouraged open-mindedness, respectful dialogue, critical thinking, and learning about different cultures as ways to overcome stereotypes and navigate political or ideological influences constructively.

Slot 3: Communities as Instruments of Integration

Formal associations and student organizations were seen as important mechanisms for giving international students representation and continuity beyond individual cohorts. Participants stressed that integration is most successful when student initiatives and institutional support work together. Festivals and cultural traditions were highlighted as valuable opportunities for promoting inclusion, mutual understanding, and meaningful interactions between international and local communities.

Slot 4: Community Beyond University Life

The final session focused on maintaining belonging after graduation. Professional and migrant communities were recognized as important sources of career opportunities, practical support, and guidance on housing, bureaucracy, healthcare, and residency matters. Participants emphasized balancing connections to home through digital communication and cultural associations while remaining actively engaged in local communities in Germany.

Key Recommendations and Outcomes

Participants recommended:

  • Establishing stronger pre-arrival support and buddy programmes.
  • Creating more opportunities for interaction between international and local students.
  • Supporting formal student associations and community initiatives.
  • Using cultural events and volunteering as tools for integration.
  • Strengthening links between student, migrant, and professional communities after graduation.

Overall, the discussions concluded that inclusive and diverse communities are fundamental to student well-being, successful integration, and the development of lasting personal and professional networks.

Group 6: Student Mobility

Overview

This discussion group explored both international and local dimensions of student mobility. Participants reflected on study-abroad opportunities, ECTS recognition, transportation systems, and the rights and responsibilities associated with mobility in Germany. The conversations emphasized that accessible, inclusive, and well-coordinated mobility structures are essential for enriching academic experiences and supporting student well-being.

Slot 1: International Mobility and Studying Abroad

Participants discussed Erasmus, IAESTE, volunteering opportunities, free-mover options, and international university alliances. The International Office was recognized as a key source of guidance on funding, accommodation, and academic planning. Challenges included housing shortages, complex documentation requirements, visa procedures, and uncertainty regarding course recognition. Students recommended earlier preparation, stronger communication with International Offices, and increased sharing of practical experiences between former and future exchange participants.

Slot 2: ECTS Recognition and Academic Mobility

Students highlighted the importance of transparent and reliable recognition procedures for credits earned abroad. Although the Bologna Process and ECTS framework facilitate mobility, differences in course structures, grading systems, and administrative practices continue to create difficulties. Participants emphasized the need for clearer course equivalency systems, digitalized procedures, dedicated mobility advisors, and stronger cooperation between partner institutions. Expanding awareness of double-degree opportunities and financial support was also identified as a priority.

Slot 3: Local Transportation and Accessible Campuses

Discussions focused on the role of the Deutschlandticket, cycling infrastructure, public transport connections, and barrier-free campuses. Students valued affordable transport options but noted differences in accessibility between universities and challenges in smaller towns. Participants called for improved evening and weekend services, safer cycling infrastructure, multilingual information on transport rights, and stronger investment in sustainable mobility solutions such as bike-sharing systems, electric shuttles, and integrated digital platforms.

Slot 4: Rights and Responsibilities in Student Mobility

The final session addressed consumer rights in public transport, recognition of foreign driving licences, and regulations surrounding cycling in Germany. Participants stressed the importance of understanding both legal rights and personal responsibilities when using mobility services. The group recommended multilingual orientation materials, awareness campaigns, and closer cooperation between universities and transport authorities to ensure that international students can travel safely, confidently, and responsibly.

Key Recommendations and Outcomes

Participants recommended:

  • Improving transparency and automatic recognition of ECTS credits.
  • Strengthening support from International Offices and mobility advisors.
  • Expanding scholarship and exchange opportunities.
  • Providing clearer information on transport regulations and consumer rights.
  • Investing in accessible, sustainable, and barrier-free mobility systems.

Overall, the discussions concluded that effective student mobility—both internationally and locally— enhances academic development, intercultural understanding, independence, and social integration, making it a central component of a positive student experience.

Group 7: Studying in the 21st Century

Overview

This group examined the full student journey in Germany, from admission and visa procedures to teaching methods, study regulations, and career preparation. Participants discussed how universities can modernize higher education to provide greater flexibility, transparency, and practical relevance for international students.

Slot 1: Access to German Higher Education

Participants explored different types of higher education institutions, information platforms, and admission pathways. Visa procedures, bureaucratic delays, and misleading educational agencies were identified as major challenges. The group emphasized the importance of reliable information, stronger pre-arrival support, orientation weeks, and peer mentoring to ensure a successful start to university life.

Slot 2: Study Regulations and Flexible Learning Models

The discussion highlighted the Bielefeld model as an example of flexible and student-centered education. Participants valued modular degree structures, opportunities to combine courses across faculties, flexible timetables, and the possibility of changing degree programs without significant setbacks. The absence of strict limits on examination retakes and greater academic mobility were viewed as positive practices that support diverse learning pathways and individual development.

Slot 3: Teaching Methods and Future-Oriented Learning

Participants debated the balance between online and face-to-face teaching, relationships between students and professors, and the growing role of artificial intelligence in higher education. There was broad agreement that AI should be integrated fairly and transparently as a learning tool. The group also called for more practical elements in study programs, greater sustainability education, improved comparability of academic achievements, and more flexible systems for changing courses or universities.

Slot 4: Preparing for Life After Graduation

The final session focused on career pathways, doctoral studies, and the responsibilities of universities in supporting students beyond graduation. Participants emphasized the need for stronger career guidance, better information about professional opportunities, and clearer explanations of the German PhD system. There was broad support for aligning academic teaching more closely with labor market requirements while maintaining the broader educational mission of universities.

Key Recommendations and Outcomes

Participants recommended:

  • Simplifying admission and visa processes for international students.
  • Expanding orientation, mentoring, and information services.
  • Increasing flexibility within degree programs and examination regulations.
  • Integrating AI, practical experience, and sustainability into teaching.
  • Strengthening career counseling and post-graduation support structures.

Overall, the discussions highlighted the importance of creating a more flexible, inclusive, and future- oriented higher education system that responds to the evolving needs of students in the 21st century.

Group 8: Internationals in University Democratic Structures

Overview

This group examined how international students engage with formal and informal democratic structures within universities. Discussions focused on representation, language barriers, participation in student governance, and strategies to make campus democracy more inclusive, visible, and accessible for international communities.

Slot 1: Understanding Formal University Democracy

Participants highlighted the complexity and diversity of student governance structures, including StuRa, AStA, Fachschaftsräte, and university senates. Many international students struggle to understand these systems due to German-language requirements and unfamiliar administrative terminology. The group recommended bilingual information materials, online participation tools, peer mentoring, and more active outreach by student representatives to international communities. Greater visibility of the practical benefits of engagement, such as scholarships and leadership experience, was also emphasized.

Slot 2: Informal Participation and Community Networks

Discussions explored the role of associations, religious groups, cultural organizations, and informal student networks in supporting international students. Participants noted that financial pressures, housing concerns, and visa-related challenges often leave little time for civic engagement. The group called for integrated orientation programs, stronger cooperation between formal student bodies and international organizations, and more multilingual administrative pathways to reduce structural divisions between domestic and international students.

Slot 3: Overcoming Barriers to Democratic Participation

Participants identified low awareness, limited representation, and fears of discrimination or academic consequences as major obstacles to international involvement in university governance. Many students lacked basic knowledge about the responsibilities and functions of student councils. Suggested solutions included simplified information campaigns, social media outreach, intercultural events, peer-support systems, and financial compensation for voluntary work. Participants emphasized that international perspectives strengthen campus democracy and contribute to more representative decision-making.

Slot 4: Building Visibility and Representation Across Levels

The final session focused on communication strategies and the relationship between local, regional, and national student representation structures. Participants stressed that low international participation at the local level limits representation in broader student organizations. Recommendations included adopting modern communication styles, increasing the visibility of student councils, and establishing stronger cooperation with immigration authorities to support international students during their transition into university life.

Key Recommendations and Outcomes

Participants recommended:

  • Translating essential governance materials and election information into English.
  • Creating peer mentoring systems for international representatives.
  • Integrating domestic and international orientation activities.
  • Expanding digital participation and online voting opportunities.
  • Strengthening cooperation between student councils, international offices, and external institutions.

Overall, the discussions concluded that increasing international participation in university democracy requires removing linguistic, structural, and psychological barriers while creating more transparent, inclusive, and collaborative forms of student representation.

Group 9: Language Barriers

Overview

This discussion group explored the role of language in academic success, social integration, and future employment in Germany. Participants examined both formal and informal approaches to language learning and reflected on how universities and communities can create more supportive environments for international students.

Slot 1: Informal Language Learning on Campus

Participants highlighted the importance of social activities, language cafés, conversation groups, and interactions with native speakers as effective ways to learn German beyond the classroom. Creating safe, non-judgmental spaces where students feel comfortable making mistakes was considered essential. The group emphasized that informal learning opportunities strengthen confidence, social connections, and long-term integration within the university community.

Slot 2: Formal Language Education During Studies

Discussions focused on integrating language learning more closely with academic programs. The multilingual model presented by the University of Bozen was identified as a valuable example of how institutions can support both subject knowledge and language development simultaneously. Participants recommended expanding language offerings within and outside universities and providing greater support for understanding German academic culture and study methods.

Slot 3: Language Preparation Before Arrival

The session examined language requirements, recognition of certificates, and preparation for studying in Germany. Participants stressed that prospective students need more reliable information about linguistic expectations, academic life, and everyday realities before departure. Concerns about misleading agencies and fraudulent practices were also raised, highlighting the need for transparent guidance and stronger protections for international applicants.

Slot 4: Language as a Tool for Integration

Participants discussed the extent to which students can navigate life in Germany using only English and agreed that German proficiency remains important for deeper social integration and long-term employment opportunities. Language was viewed not only as a communication tool but also as a gateway to cultural understanding, friendships, and participation in professional life. The group emphasized the importance of creating opportunities for meaningful interaction between international and German students.

Key Recommendations and Outcomes

Participants recommended:

  • Expanding informal language-learning opportunities and conversation spaces.
  • Integrating language education more closely into academic programs.
  • Providing clearer pre-arrival guidance on language expectations and requirements.
  • Strengthening protections against educational scams and misinformation.
  • Promoting intercultural activities that encourage interaction between German and international students.

Overall, the discussions concluded that overcoming language barriers requires a combination of formal instruction, informal practice, cultural exchange, and institutional support, enabling international students to participate more fully in academic, social, and professional life in Germany.

Group 10: Volunteering

Overview

This discussion group explored the role of volunteering in student life and its importance for integration, personal development, and community building. Participants reflected on motivations for volunteering, challenges faced by international students, and strategies for creating more inclusive and sustainable volunteer structures.

Slot 1: Volunteering Culture in Germany

Participants discussed the traditions and expectations surrounding volunteering in Germany and compared them with experiences from their home countries. Volunteering was recognized as an important pathway for social integration, skill development, and building a sense of belonging. The group emphasized that clearer communication about volunteer opportunities and expectations can help international students participate more confidently in local initiatives.

Slot 2: Motivating Students to Volunteer

The session examined factors that encourage student engagement, drawing inspiration from successful models such as student houses and community-led organizations. Participants highlighted social connections, personal growth, leadership experience, and professional development as key motivations. Suggestions included recognizing volunteer work through certificates, academic credits, allowances, or additional institutional support to increase participation among both domestic and international students.

Slot 3: Challenges and Limits of Volunteering

Discussions addressed barriers such as burnout, bureaucratic procedures, language difficulties, and time constraints. Participants stressed the importance of ensuring that volunteering remains meaningful and does not become a substitute for unpaid labor or exploitation. Professional support structures, clearer role definitions, and sustainable organizational practices were identified as essential for maintaining healthy volunteer environments.

Slot 4: Opportunities and Incentives for Volunteers

The final session focused on the broader benefits of volunteering, including innovation, personal development, social engagement, and contributing to society. Participants emphasized that volunteering provides valuable opportunities to develop leadership skills, expand networks, and gain practical experience beyond academic studies. The group recommended creating more visible and accessible volunteer opportunities that appeal to students from diverse cultural and academic backgrounds.

Key Recommendations and Outcomes

Participants recommended:

  • Increasing awareness of volunteering opportunities and expectations.
  • Recognizing volunteer work through certificates, credits, or other incentives.
  • Providing stronger institutional support to prevent burnout and overburdening.
  • Ensuring inclusive structures that actively involve international students.
  • Promoting volunteering as a pathway to community building, leadership, and professional development.

Overall, the discussions highlighted that volunteering is a powerful tool for integration, personal growth, and civic engagement, benefiting both individual students and the wider university community.