Navigating Life in Japan: Challenges, Opportunities, and Adaptation among Nepali International Students

Abstract

The number of Nepali international students in Japan has grown dramatically over the past decade, rising from 3,188 in 2013 to 100,239 in 2025, making Nepal the second-largest source country of foreign students in Japan after China. This study examines the challenges and opportunities experienced by Nepali international students through a mixed-methods, survey-based research design. A total of 120 respondents currently residing in the Kanto region of Japan and 30 prospective students from Nepal participated in the study. Data were collected using structured online questionnaires administered between October 2025 and February 2026. Findings reveal that financial burden, Japanese language barriers, work-study imbalance, cultural adaptation difficulties, and psychological stress are the primary challenges. Work hours exceeding the legal limit of 28 hours per week were common, with 79% of working respondents reporting hours above this threshold, and this intensity was associated with significantly lower academic satisfaction (F[3, 116] = 18.21, p < .001, η² = .32). In addition, 87% of respondents identified earning money, rather than education itself, as their primary motivation for coming to Japan, a pattern linked to high-interest pre-departure loans and ongoing remittance obligations to family in Nepal. At the same time, participants reported significant opportunities related to career development, language acquisition, intercultural competence, personal independence, and long-term employment prospects in Japan. Statistical analysis, including Pearson correlation and one-way ANOVA, shows a positive relationship between Japanese language progress and academic satisfaction (r = .57, p < .001). The study applies Berry's (1997) acculturation theory and Lee's (1966) push-pull migration framework to explain migration motivations and adaptation patterns. Recent tightening of Japanese government restrictions on international students' working hours and visa-related requirements may reduce these work-hour patterns going forward. Recommendations are proposed for universities, policymakers, educational consultancies, and student support organizations, including a call for Nepali students to prioritize education and long-term career development over short-term income. The study contributes original evidence to the underexplored field of South Asian international student experiences in East Asian higher education.