Enhancing communicative competence among international STEM postgraduates in Australian higher education

This study investigates academic literacy challenges faced by international postgraduate students in STEM disciplines at a South Australian university. We evaluate the impact of a curriculum redesign in a postgraduate STEM course, drawing on survey data which identified persistent difficulties in paraphrasing, summarising, synthesising, referencing, and spoken communication. In response, the course “Advanced Professional Skills”, was redesigned to embed discipline-specific literacy supports and collaborative learning strategies, including Team-Based Learning (TBL). Quantitative findings from pre- and post-semester confidence surveys, student evaluation data, and GPA comparisons reveal significant improvements in student confidence, academic performance, and engagement. Qualitative reflections highlight the importance of fostering belonging, motivation, and professional readiness. The results affirm the value of embedded, research-informed teaching practices in supporting international student success. We provide a replicable and scalable framework for integrating academic literacy into postgraduate curricula and contribute to scholarship of teaching and learning in international higher education.