User Interview, Co-Design, Affinity Mapping

Exploring Resilience in Adaptation

Gathering insights from international students’ experiences and identifying opportunity areas

Project Type

School Project, 2024

Role

Researcher
Facilitator in Co-design

Deliverables

User Interview
Affinity Mapping
Synthesizing Data

Collaborate with

Group of 5 classmates in Strategic Foresight and Innovation program

BRIEF

Through user interviews and co-design exercises, we gather insights into how international students navigate obtaining permanent resident status and adapting to daily life in a new country.

INTRO

Project Background

The Canadian government has published a series of new policies, such as capping international study permits and introducing new language proficiency requirements, to ensure the sustainability of its immigration system (Igor Kyryliuk, 2024). As a team comprising both international and domestic students, we are curious to understand how international students are coping with these policy changes and how their lives are being affected emotionally.

I conducted 2 out of 7 interviews and synthesized the data using affinity mapping with the team. Additionally, I worked as a facilitator to host the co-design session.

RESEARCH

Research Goal

  • ​​Analyze the emotional and psychological impact of immigration policies
  • Investigate how international students navigate cultural transitions and adapt to legal, financial, and housing challenges
  • Assess self-advocacy and resilience among international students
  • Foster reflection on positionality and biases among researchers
TOOLS

Research Methods

Desire-Based Interviews and Relationality
Instead of conducting needs-based interviews that focus on current problems and issues, we adopt desire-based interviews, asking participants what they envision for a better space.
We also emphasize the relationality between researchers and participants during interviews. Rather than positioning ourselves as experts, we create space for participants to share their stories with us.
Since our goal is to understand participants’ physical and psychological journeys living in Canada, this approach ensures participants feel comfortable and fosters trust with researchers, encouraging them to share their experiences.

Co-Design
By turning designers into facilitators, we decenter the role of the designer. In this session, we invited four participants to map their journeys as international students.
While sharing their experiences and thoughts, they also took the lead, allowing researchers to understand what is happening in their lives and how external forces affect their decision-making and emotions.

DESIGNING SCRIPTS

Interview Questions

We brainstorm as a group and consult with the instructors to finalize our research questions, ensuring they align with the goal of creating space for participants and building trust with researchers.

Open-Ended Questions

Goal

  • Who are they?
  • What’s their desire?

Interview Questions

  • Can you tell me about yourself?
  • Can you share your experience of coming to Canada as an international student? What motivated you to study here?
Intermediate Questions

Goal

  • Questions meet our research goal in policy, building community, and identity

Interview Questions

  • Who do you usually do during leisure time? Who do you hang out with?
  • How does the idea of applying for PR make you feel? Have your feelings about this changed over time?
  • Has studying here and trying to immigrate to Canada affected your emotional well-being during your stay? Why?
Ending Questions

Goal

  • What is their ideal scenario?
  • Feedbacks for the interviews

Interview Questions

  • If you had the power to redesign the process, what would you do? what would be most important? Why?
  • How did you feel about the interview? Is there anything we should change/reflect on from our end?
RESEARCH

Co-Design Activity

We conduct a Hot Air Balloon exercise with four participants to explore their ideal life and how they can achieve it through Co-Design. This exercise allows us to validate our interview insights and ensure that potential coping strategies align with the experiences of most international students.

SYNTHESIZING DATA

Affinity Mapping

We work together to analyze the interview scripts and categorize them based on similar themes, such as applying for permanent residency and connecting with community groups.

Then, we combine related themes into larger categories, such as navigating systems and building connections to familiarity and support.

FINAL OUTCOMES

Intro of Key Insights

Inspired by quotes from participants, we found that constant policy changes make international students feel like players in a game, yet they have no control over the system. We integrated these key insights into a game-playing theme to present our findings.

" I feel like they are playing games.
They offered me something and then they changed it, and changed it, and changed it, and changed it."
- Participant A
" Getting PR was a huge milestone. It provides a sense of stability
and the opportunity to finally call Canada my home."
- Participant B

Coming to Canada to feel safe

To pursue a better quality of life, many international students leave their lives back home and move to Canada, motivated by the desire for a safer place.

  • Many international students are motivated by the promise of greater opportunities and access to well-paid jobs.
  • Participants cite Canada’s reputation as a safer country with lower crime rates attracts those seeking a secure environment.
  • Canada’s inclusive and welcoming culture simplifies the immigration process, making it more accessible compared to other nations.
  • Additionally, being an English-speaking country, Canada appeals to those prioritizing ease of communication and integration
"One of the things that drew me to Canada was the sense of safety and stability.
I knew that it was a country where immigrants could build a future with fewer barriers compared to other places."

Language Confidence

Some International students are self-conscious about their English proficiency, which leads to frustration in their academic performance and social interactions.

  • There is a perception issue. Students may have proficient English language abilities, but perceive themselves as not articulating at their desired level.
  • Even with preparation and awareness of the need to speak a different language, facing the reality remains challenging for international students.
  • Knowing grammar and reading comprehension does not alleviate the difficulty of overcoming speaking challenges. Struggling to speak English fluently fosters self-doubt and feelings of frustration during social interactions.
  • Language barriers significantly impact international students' academic performance and social integration.
"I did in a softball team.
I didn't really integrate because I didn't trust in my English skills.
‍
So, I didn't kind of integrate myself into the group. Not because of them,
but because of me. "

Lacking control and transparency in the system

The unclear rules and requirements of the current immigration system frustrate international students as they navigate the process.

  • Top-down immigration decisions leave newcomers with little control, forcing them to react only after policies are announced.
  • The unclear timeline and processing times of the immigration process demand significant patience.
  • As the minimum score for the point system increases annually, international students must exert extra effort within limited avenues, facing growing uncertainty about their chances of success.
  • The lack of clear guidance on the point system compels applicants to independently seek online or offline resources to understand the requirements.
"If I could change one thing,
I would make the process a bit more transparent, especially around timelines.
‍
There were times when I felt lost, waiting for responses without a clear idea of what to expect next. Clearer guidelines and support at every stage would make a big difference for newcomers."

Uncertainty vS. Stability

While international students feel pressure and disrupted plans caused by sudden policy changes, they long for a more stable life in five years as a response to their current experiences.

Facing Uncertainty

  • Sudden policy changes disrupt international students' original plans, forcing them to adjust their goals and future direction.
  • Policy changes not only frustrate international students but also impose additional financial burdens as they navigate the required adjustments.
  • The lack of adequate transition time for policy changes leaves current international students feeling frustrated, fearing wasted years of financial preparation and time investment.

Longing for Stability

  • In co-design session, international students envision a more stable life within 5 to 10 years, aiming for financial security, stable employment, access to healthcare, and reliable housing.
  • They also hope for a more consistent policy framework to help them achieve their long-term goals.
"Some moments were frustrating,
especially dealing with last-minute changes in policy.
‍After years of saving and planning, it felt unfair to face these sudden uncertainties."

Having community provides support

Having a support network of other students who have lived through the process is essential for creating new strategies and coping with political changes.

  • Engaging in community activities, volunteering, and sports offers both emotional and practical support, aiding international students in their integration efforts while helping them navigate cultural and social challenges.
  • While academic concerns are often shared with classmates, cultural and emotional issues are more common among friends from the same country, reflecting a segmentation of support according to context.
  • Forming bonds with Canadians is often gradual, where trust and friendships are built over time. Students note that this slower pace contrasts with the more immediate dynamics of their home cultures.
"Having a support network has been one of the biggest helps in navigating life here.
‍
Whether it’s other students, family, or community groups, these connections make a huge difference. Being able to ask for advice or just share experiences has kept me grounded."
OPPORTUNITY AREAS

Coping Strategies for International Students

Community as a bridge to belonging
Support networks, such as cultural and faith-based communities, play a pivotal role in helping international students adapt and thrive in new environments.

The power of shared experience
Connecting with others who share a similar journey fosters resilience and emotional support. Challenges must not be dealt with individually - community helps to cope.

Resources for international students at school
Universities often hold workshops and info sessions with advice on how to navigate the process of getting a PGWP and PR. It’s helpful for students to use theses early on.

"Being around people who understand the immigrant journey has helped me cope with the challenges.
‍
Whether it’s other students, family, or community groups, these connections make a huge difference. Being able to ask for advice or just share experiences has kept me grounded."

The impact of a conversation

The co-design sessions themselves were transformative for our team and participants. We learned how impactful an open conversation about the challenges International students face can be - both as a safe place to vent for newcomers, and for Canadians to better understand.

“It was great to learn about other students' experiences and corroborate that we all have similar perspectives.”
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© Meg Lin, 2026