Beyond GPA and language proficiency: A systematic literature review of international students' academic success factors

The rapid increase in international students, many of whom study in a second language (L2), has driven extensive research that examines the contribution of L2 proficiency to students' academic success. However, focusing solely on L2 proficiency as captured by language test scores provides a limited perspective, ignoring the many factors that contribute to academic achievement. This systematic literature review aims to broaden our understanding of this topic by exploring additional factors that contribute to the academic success of international students. Analysing 54 peer-reviewed studies from 1990 to 2023, the review highlights that while outcome measures of success remain largely focused on grade point average (GPA), researchers are increasingly investigating predictors other than language proficiency, such as (1) background characteristics (e.g. gender), (2) individual differences (e.g. personality), (3) previous educational experiences (e.g. high school grades), (4) current educational experiences (e.g. familiarity with the learning environment), and (5) current social experiences (e.g. sense of belonging), which display varying effect sizes on international student success. Findings from this study have implications for academic stakeholders, suggesting a more holistic approach to understanding and supporting the academic success of international students. Context and implications Rationale for this study: This systematic review addresses a critical gap in understanding international student success. While existing research has focused heavily on language proficiency and GPA, this study offers a more holistic view of success factors, recognising that the international student population faces complex challenges beyond language barriers, and that student success is measured not only via GPA. Why the new findings matter: The findings challenge the narrow focus on GPA and language proficiency as prevalent metrics of international student success by revealing a broader range of factors that shape international student success. In addition, the study explores the quality of scholarship in the domain. Implications for practitioners, policy makers, and researchers: For researchers, this study highlights the need for more transparent research designs and reporting practices when investigating predictors of international student success. It is also recommended that research should expand into understudied areas in this domain, particularly looking at international education in non-English speaking destinations and at the graduate level. For faculty, findings emphasise the importance of implementing culturally responsive teaching practices and creating inclusive learning environments. Finally, for university admissions, the study indicates that relying solely on language proficiency scores provides an incomplete picture of potential success, suggesting a more holistic admissions approach.