Leveraging Cultural Capital and Funds of Knowledge for Academic Integration: A Case Study of South Asian International STEM Students at a Canadian University

International enrollment at Canadian universities has consistently increased, especially in STEM (Science, Technology, Engineering, and Mathematics) fields, with South Asian students among the fastest-growing groups. While these students bring strong academic backgrounds and diverse cultural insights, institutional integration strategies usually focus on perceived shortcomings rather than on valuing their existing strengths. This qualitative case study explores how South Asian international graduate students in STEM programs manage academic integration at a Canadian university. Using semi-structured interviews and thematic analysis in NVivo, the study views integration as a relational and ongoing process shaped by individual agency, social connections, and institutional recognition. Participants reported initial difficulties with pedagogical differences, communication norms, and unfamiliar academic standards. However, they actively utilized cultural assets, knowledge resources, and community networks to adapt, stay engaged, and build confidence. The findings reveal that academic integration extends beyond individual adjustment and is significantly influenced by institutional practices. Recognizing students’ prior knowledge and cultural experiences nurtures a sense of belonging and the development of STEM identities, while limited opportunities for epistemic inclusion hinder meaningful participation. These dynamics illustrate how integration evolves through interconnected individual, relational, and institutional processes. Ultimately, this study contributes to research on international students in STEM by advocating for an asset-based, relational perspective of integration and highlighting the importance of inclusive pedagogical and institutional practices that promote epistemic justice and shared responsibility in higher education.