The transformations in the global higher education sector have led to a shift in the understanding of quality in education. The primary goal of policymakers and educational institutions has been to cultivate highly qualified researchers by emphasizing the importance of human capital in the race to become a knowledge-based society. Cognitive resources, which are at the heart of the knowledge society and knowledge economy, require that researchers possess academic literacy skills. Academic literacy includes a set of advanced thinking and learning skills essential for knowledge production, communication, and cognitive development (Yang & Duan, 2023). Acting as a mediator for individuals to integrate into the academic community, academic literacy is a crucial prerequisite for individuals to comprehend and apply knowledge in their lives, approach problems from a scientific perspective, and effectively convey the scientific knowledge they acquire (Demir & Deniz, 2020). Academic literacy comprises various components, including reading, writing, listening, speaking, interpreting, analyzing, clarifying, and drawing conclusions. It also involves the ability to engage in constructive discussions in scientific settings, critically evaluate and compare scientific findings, and make meaningful contributions to one's field of study (Doru, 2018; Mukhtarkhanova & Nurlbay, 2023).

The literature on academic literacy reveals that graduate students encounter numerous challenges throughout their educational journey. These challenges include difficulties in searching for, locating, selecting, and evaluating information; underdeveloped academic writing skills; insufficient awareness of plagiarism and academic ethics; a lack of critical and analytical thinking skills; and low motivation and interest in scientific research (Dawa, Dhendup & Rosso, 2023; Defazio, Jin, Shen & Qin, 2023). Additionally, high levels of anxiety about publishing scientific papers, difficulties in reading and comprehending research articles (Botha, 2022), issues related to self-efficacy (Bailey, 2018), weak academic awareness, and limited academic knowledge (Jin, Shen & Qin, 2023) have also been identified as common obstacles. Various effective methods have been proposed to overcome these challenges and enhance academic literacy skills (Mukhtarkhanova & Nurlybay, 2023; Schulz & Miller, 2017). However, this study aims to explore the role of international experiences and collaborations in the development of academic literacy skills. The process of becoming an international researcher provides significant opportunities for scholars to improve their academic literacy competencies. Academic literacy standards vary across countries, and researchers conducting studies in different countries encounter diverse cultural, linguistic, and institutional dynamics. This necessitates the adoption of new strategies for enhancing academic literacy skills. This study examines the academic literacy experiences of researchers from different countries.

This study examines the academic literacy skills of researchers from different countries and thus a qualitative research method was adopted. In qualitative research, researchers strive to gain an in-depth understanding of the subject under investigation (Neuman, 2012). Since this study aims to describe the experiences of researchers from different countries, a phenomenological design was chosen. Phenomenological research enables a deeper understanding of a phenomenon by exploring the unique experiences and perspectives of individuals involved in educational contexts (Hopkins et al., 2017). For participant selection, the maximum variation sampling method, one of the purposive sampling techniques, was employed. The primary reason for selecting maximum variation sampling is to form a relatively small sample while ensuring the highest possible diversity among individuals who may have different perspectives on the research problem (Yıldırım & Şimşek, 2021). The data for this study were collected using a semi-structured interview form developed by the researcher. The obtained data were analyzed using the content analysis technique with the MAXQDA qualitative analysis software. Throughout the research process, the principles of credibility, transferability, dependability, and confirmability were carefully considered.

This study is expected to provide comprehensive awareness into how the academic literacy experiences of researchers from different countries are shaped both individually and contextually. The findings will reveal the challenges encountered in academic writing and publishing processes, the role of international collaborations in overcoming these challenges, the impact of different academic environments on researchers' scientific development, and the supporting factors that facilitate this process. Additionally, the study will offer recommendations for enhancing academic literacy skills, providing universities and research centers with practical guidance on how to offer more effective support in this area.

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