Multicultural Transformative Learning Experience: An Autoethnographic Narrative of Beging an International Chinese Student

This reflection is a narrative autoethnography that explores the transformative multicultural learning experiences of an international Chinese graduate student. The experiences encompass the journey from a master's to a doctoral degree, spanning approximately six years of study in both English-speaking and non-English-speaking countries. The purpose of this reflection is to comprehend the roles of being an international student and academic researcher, while also delving into approaches for enhancing intercultural competence. Through an individual perspective, this narrative autoethnography presents an inter-/multi-cultural integration model known as the ME–WE–OUR–ME model, which provides a deeper understanding of the multicultural transformative learning experiences, and complements the transformative learning theory. The insights gained from this reflection have the potential to optimize international adult education and programs.