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Introduction Every institution wants to have the best from its students as they focus on different aspects of learning that foster inclusivity. One of the areas of focus is to ensure that students of different nationalities have a conducive environment for high-quality learning. However, most institutions are not clear about the strategic visions that help smooth coexistence. Studies have shown that students of different nationalities face different problems adjusting to the new environment (Barron and Arcodia 21). This paper finds that problems students face having been limited to a given context and does not reflect on specific problems of people of different cultures. Drawing data from colleges and university across different countries, the paper focuses on the policy framework and environment to assess issues facing students of different nationalities. One of the significant problems with different institutions in the United States of America is culture. The prevailing social relationship students of different nationalities grapple with is the relationship between the peers, community, staff, and native English-speakers. Barron and Arcodia (20) argue that most Americas will undertake different tasks individually or rarely share their feelings and thoughts with others. This level of social relationship may pose a challenge to students of other nationalities including those from Asian or African nationalities. Students from countries such as Qatar, Kenya, or United Arabs Emirates often base their social expectations and inclusiveness from their home cultures. The approach might be a problem in America or the United Kingdom where culture shapes social interaction differently. In most cases, the communication between teachers, peers, staff, and tutors could be formal, distant or severe. In some cases, the Americas will talk about food, sports, natural environment that do not exist in other countries. This way, students of different nationalities will feel excluded from the conversation. The third level of problem students from other countries faces the content delivery or instructional methods. Barron and Arcodia (20) established that course structure continues to pose a challenge for students of different nationalities. Focusing on countries such as Australia, Barron, and Arcodia (20) noted that when students from India, Japan or Germany visit Australia, they are likely to struggle with curriculum content and delivery. In most cases, the tutors may not offer course content guidelines, expectations, and briefs. The approach makes the content and syllabus obscure, and in some cases, the obscurity makes it hard for these students to know what to do, and the relevance of the material to their future goals. In relationship to this, students are likely to struggle with understanding the course especially, when they are delivered using culturally embedded explanations and approaches. For instance, most learners from other countries will struggle to adapt when the speaker is too fast or using unfamiliar slung. Barron and Arcodia (20) observe that one of the critical aspects of students of different nationalities is that they are linguistically, and culturally diverse. However, the environment in foreign institutions often assumes this aspect by first, not speaking in a structured way that can help the foreign learners grasp the conversation. Secondly, linguistic and cultural diversity is one factor that tutors and professors ignore when they are in the classroom. For instance, professors or teachers will often use Australia or US-based examples in stressing a point without considering that such cases might not help students of other nationalities to relate course contents with their cultural uniqueness. Conclusion The problems students face as they pursue academic goals in other countries remain multifaceted. These problems embody the cultural and linguistic differences that call for the redefinition of the pedagogical framework. The adoption of the structure will also, broaden the scope of content delivery to help it meet different problems. In general, there is a need to promote learning in ensure inclusivity or one which borders different socio-cultural backgrounds. The paper also finds that cooperative learning is about identifying ways of culturally and intellectually engaging learners within their specific areas of interests. These contexts will address the problems identified, and help inclusivity between students from other countries and the natives. Work Cited Barron, Paul E., and Charles Arcodia. "Linking learning style preferences and ethnicity: International students studying hospitality and tourism management in Australia." Journal of Hospitality, Leisure, Sport and Tourism Education 1.2 (2002): 15-27.