Towards Internationalization of Indonesian Nursing Graduates: Essences Captured from Students’ English Learning Barriers

Abstract

This study explores the barriers and strategies associated with English language learning among Indonesian nursing students in support of the internationalization of nursing education. Specifically, it aims to identify motivational, institutional, sociocultural, and pedagogical factors that influence students’ English proficiency and readiness for global healthcare practice. An exploratory qualitative research design was employed. Data were collected from 15 participants, including nursing students, English lecturers, and program administrators, through semi-structured interviews, focus group discussions, classroom observations, and document analysis. The data were analyzed using thematic analysis to identify recurring patterns and themes. The findings reveal that students face multiple barriers, including low intrinsic motivation, limited integration of English in the nursing curriculum, sociocultural stigma associated with speaking English, and reliance on traditional teaching methods that emphasize reading over communication. Institutional support was found to be insufficient, with English courses offered only in limited semesters and support programs remaining optional and underutilized. Despite these challenges, students demonstrated increased motivation when English learning was linked to career opportunities abroad, international exposure, and interactive learning approaches. Preferred strategies included role-playing, video-based learning, digital applications, and blended language instruction combining English and the native language. The study concludes that English proficiency among Indonesian nursing students can be significantly improved through a practice-based and integrated approach. Embedding English across nursing courses, implementing interactive and communication-focused teaching strategies, and establishing structured institutional support systems are critical to enhancing students’ readiness for international careers. The findings highlight the need for a comprehensive program that aligns language learning with clinical practice and global competencies, thereby strengthening the international competitiveness of nursing graduates.