Background: The COVID-19 pandemic presented unique and unprecedented challenges for international students, those studying at institutions of higher education outside of their home countries, due to their distinct circumstances and vulnerabilities. This literature review examines the multifaceted mental health burdens they experienced and highlights the need for targeted support and interventions. Methods: A rigorous search across three databases (i.e., PubMed, PsycINFO, and ERIC) yielded 50 empirical studies for inclusion in this literature review. A six-phase thematic analysis framework was employed to identify and synthesize key themes. Results: Seven prominent themes emerged: (1) academic and professional disruptions; (2) challenges navigating international student status; (3) social isolation and loneliness; (4) difficulties with living arrangements; (5) financial and food insecurity; (6) health concerns for self and loved ones; and (7) experiences of discrimination and xenophobia. Conclusions: This review highlights a range of tolls that mental health consequences took on international students, and it suggests the need for targeted interventions and support services to address these challenges. It also identifies critical research gaps, such as the need for longitudinal studies and comparative analyses with domestic students. The implications for inclusive policies and supportive environments to promote international students’ well-being are discussed.

Teaching accessibility is crucial to ensuring that accessibility principles are integrated into the design and adoption of software and other aspects of lives. The existing literature on accessibility education is largely siloed, appearing primarily in computer science and related disciplines. Understanding the similarities and differences in teaching accessibility across different disciplines is vital for enhancing educational effectiveness by leveraging lessons learned from each field. This workshop aims to serve as an interdisciplinary forum for researchers and education practitioners to discuss topics taught, approaches taken, resources utilized, and challenges encountered when teaching accessibility in different disciplines.

This theoretical article examines how belongingness, defined as the sense that one’s participation is legitimate and valued, interacts with cultural value orientations to help explain persistent disparities in U.S. technology engagement, including emerging technologies, across racial and ethnic groups. While structural barriers (e.g., racism, poverty, linguistic bias, etc.) remain essential to understanding such inequity, we argue that engagement patterns in technology also reflect how different cultural communities may define and experience belongingness in relation to digital domains. Drawing on Triandis and Gelfand’s framework, and focusing specifically on educational contexts, we propose the Belongingness through Cultural Value Alignment (BCVA) model, whereby belongingness serves as a catalyst between cultural value orientations and technology engagement, with vertical collectivism deriving belongingness primarily through structured skill development and validation while horizontal collectivism focusing instead on belonging based on community integration. When technological environments value practices that are consistent with vertical collectivist norms, individuals from horizontal collectivist cultures may experience cultural misalignment not from disinterest in technology or exclusionary efforts but, instead, because dominant engagement modes conflict with their familiar frameworks for fostering a sense of belonging. By examining how cultural value orientations mediate the sense of belonging in contexts involving modern technologies, the proposed perspective offers a novel framework for understanding why access alone may have proven insufficient to address technological participation gaps, and suggests directions for creating technology spaces where individuals from a wider range of communities can experience the authentic sense of belonging.