Higher education institutions worldwide are experiencing increased student mobility, leading to more diverse and multicultural learning environments. This trend necessitates the development of inclusive and intercultural learning strategies to meet modern students' expectations (Jaiswal & Sapkota, 2024; Vromans et al., 2023; Yassin et al., 2020). Universities, striving to attract more international students, have to use inclusive teaching strategies (Ambrose et al., 2010) to adapt their study programs that meet various cultural and academic needs. However, the increasing mobility of students presents universities with challenges related to cultural integration, the organization of the study process, and other student needs. University infrastructure must be prepared not only to welcome students from different countries and provide support in adapting to a new environment but also to consider the needs of their domestic students.

Both, international and local students often have different expectations regarding universities and teaching staff, influenced by their diverse backgrounds and experiences. International students face various challenges, including language barriers, academic difficulties, and research-related issues, which can negatively impact their learning sustainability (Yassin et al., 2020). International students, particularly those from non-English speaking countries, place a high emphasis on the English proficiency of instructors (Yasmin et al., 2021). Additionally, international students require strong guidance, advice, and support to navigate the challenges of acculturation and adjustment to academic study in a foreign country (Minutillo et al., 2020). To address these challenges, institutions need to create clear frameworks encompassing factors such as students' language and learning skills, educational systems, and lecturer support (Yassin et al., 2020). On the other hand, local students, encountering representatives of other cultures and traveling themselves to explore the cultural characteristics of other countries, also face cultural challenges. Their familiar general education learning strategies, styles of interaction with educators and peers, as well as the overall learning environment at the university, undergo changes.

To meet modern students' expectations for inclusive and intercultural learning environments, higher education institutions should focus on several key areas. These include implementing culturally responsive teaching strategies (Markey et al., 2021), addressing the mismatch between English language teaching preparation and the multilingual reality of international higher education (Baker et al., 2024), and fostering emotional infrastructure to support students' well-being and academic success (Aithal & Aithal, 2023; Kim et al., 2024). By adopting these approaches, institutions can create more inclusive, supportive, and effective learning environments that prepare students for the diverse and global workforce they will enter upon graduation. 

Universities face the critical challenge of recognizing and addressing the diverse needs and expectations of their student populations to ensure an inclusive and positive experience for all. This is particularly important given the growing emphasis on internationalization in higher education, which has led to a significant increase in the cultural, social, and academic diversity within institutions. Failing to address these differences may hinder the integration and success of both domestic and international students, underscoring the need for tailored strategies that foster inclusivity, cultural understanding, and equitable opportunities for all learners.

The aim of the study is to compare the expectations of international and local students regarding the university and its teaching staff.

The study objectives to achieve this aim are as follows:

1. To analyze the expectations of first-year students for the university and teaching staff using the content analysis method;
2. To compare the expectations of local and international students regarding the learning environment at the university and the teaching staff, highlighting key differences.

The qualitative research was conducted during the 2024-2025 academic year at a university in Lithuania, recognized for its status as an international institution (more than 28 % full time students from abroad). The university attracts students from a wide range of countries, fostering a multicultural environment enriched by diverse cultures and traditions. This setting provided an ideal context for exploring the expectations of students with varied cultural and educational backgrounds, making it particularly suited for the aims of the study. During the first two weeks of their academic journey, first-year students were invited to share their opinions through open-ended responses, allowing them to freely express their attitudes and beliefs. These responses served as a crucial source of insight into their expectations regarding the university environment and teaching staff, offering a deeper understanding of their needs and aspirations. The data collection process was conducted in full compliance with ethical principles, ensuring that participation was entirely voluntary, with students' autonomy and confidentiality being respected throughout. This approach not only encouraged honest and authentic feedback but also reinforced the importance of ethical considerations in educational research. In the research participated 339 local and 172 foreign first year students (the ratio roughly corresponds to the overall proportion of local and international students). More than 1500 statement of answers were submitted. The opinions gathered from the open-ended questions were systematically analyzed using the content analysis method. This approach involves identifying recurring themes, patterns, and key insights within the qualitative data, enabling a structured and methodical interpretation of the information provided by the participants.

The analysis of responses revealed distinct focuses in the expectations of local and international students. Local students primarily emphasized their expectations for teachers, highlighting the importance of effective communication, mutual understanding, respect, and the creation of a positive and supportive learning environment. In contrast, international students placed greater emphasis on their expectations for the university as a whole, particularly in terms of fostering international respect and inclusion, promoting academic honesty and equal opportunities, ensuring clear rules and procedures, and maintaining transparent feedback and communication. When it came to expectations for teachers, international students underscored the need for clarity and preparation, assistance for students, timely and constructive feedback, professionalism, respect, patience, and empathy. These findings suggest that while local students prioritize teacher-student interactions, international students adopt a broader perspective, emphasizing the need for institutional support alongside expectations for teacher performance. This distinction highlights the importance of addressing both localized and globalized approaches to meet the diverse needs of student populations. In summary, the key differences can be highlighted as follows: international students' responses are more focused on intercultural diversity, equal rights, and the quality of communication, while local students' responses emphasize clarity in the learning process, professional preparedness, and academic integrity. The research is expected to help create future support services, teaching methods, and approaches that are specifically designed to meet the unique needs of different student groups. By doing so, it will contribute to building a more inclusive and effective higher education system.

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