International Journal of Multicultural Counseling and Development

Navigating Racialized Belonging: An Asian Critical Race Theory Analysis of Asian International Students’ Experiences in U.S. Counselor Education

John Harrichand — 2026-03-30

Asian international counseling students (ICS) contribute meaningfully to counselor education programs in the United States (US), yet their academic and professional development unfolds within sociopolitical contexts marked by racialization, exclusion, and immigration-related precarity. Guided by Asian Critical Race Theory (AsianCrit), this interpretative phenomenological analysis examined how the current US sociopolitical climate shapes Asian ICS’ adjustment and academic experiences within counselor education. Fourteen current or former Asian ICS enrolled in CACREP-accredited programs participated in semi-structured interviews. Analysis revealed four superordinate themes: Identity, Race, Nationality, and Religion, highlighting experiences of Asianization, perpetual foreigner framing, heightened performance pressures, and challenges to belonging across classroom, advising, supervision, and professional contexts. Participants also described resilience through meaning-making, cultural grounding, and selective support systems. Implications underscore the need for AsianCrit-informed counseling practice, culturally responsive counselor education, and reflexive, equity-oriented supervision that addresses systemic power, transnational stressors, and intersectional identities.

From Reactive to Reflective: Pappaseng-AI's Innovation in Crisis Management Digital-Age Students' Metacognition Based on Local Culture

Apandi Astrid — 2026-05-30

The widespread use of generative artificial intelligence (AI) among students has triggered the emergence of an instant-answer culture, which is gradually weakening students' metacognitive abilities. Most students in Indonesia now utilize generative AI in their learning, but few applications are specifically designed to stimulate metacognitive reflection. This situation is further exacerbated by the low integration of local wisdom as a pedagogical approach, particularly in South Sulawesi. This article aims to examine the metacognitive crisis in the use of generative AI, to outline the epistemological values of Pappaseng as the basis for a reflective system, and to develop a conceptual framework for Pappaseng-AI as an alternative pedagogical solution based on local culture. The research was conducted using a qualitative approach using the Literature Study and Review (LSR) method. The study results indicate that the values of Pappaseng, amaccang, agettengeng, and sipakainge have strong epistemological alignment with components of modern metacognition. Based on this synthesis, Pappaseng-AI was formulated as a five-stage pedagogical framework that reconstructs students' interaction patterns with AI, from simply receiving answers to a process of co-constructing understanding through reflective questioning. The application of this framework is projected to increase metacognitive awareness, strengthen academic self-efficacy, and shape students' epistemic identities that are rooted in local wisdom and remain adaptive to global digital developments.

Prototype of a Counseling Gamification Model based on Pappaseng Values: Social Learning Theory Approach to Overcome Academic Dishonesty

Meilsyah Cahyamadani — 2026-05-30

Academic dishonesty remains a problem in schools, showing that knowledge alone is not enough to shape adolescent character. Positive attitudes and behaviors, especially academic honesty, must also be developed. This study examines the application of gamification in classical guidance and counseling services based on Pappaseng values using a Social Learning Theory approach to address academic dishonesty among adolescents. Using the ADDIE method, limited to the analysis, design, and development stages, the study reviewed relevant national and international journals on gamification, guidance and counseling services, Pappaseng values, and Social Learning Theory. The findings show that gamification increases student engagement through challenges, choices, and feedback. Pappaseng strengthens contextual moral values, especially honesty and responsibility. Social Learning Theory supports behavior change through observation, imitation, and reinforcement from the social environment.

Trends, Thematic Maps, and Collaboration Networks in Singapore's Multicultural Counseling Research: A Bibliometric Review

Faizal Ramley — 2026-05-31

The purpose of this study is to determine (1) the development trends of multicultural counseling research analysis in Singapore based on bibliometrics; (2) Main themes, study focus, and research trend topics in multicultural counseling studies in Singapore; (3) Research collaboration in multicultural counseling studies in Singapore. The study uses bibliometric analysis with data from OpenAlex totaling 600 manuscripts for the period 2020–2026 using the search query TITLE-ABS-KEY ("multicultural counseling" OR "cultural counseling" OR "cross-cultural counseling" OR "culturally responsive counseling") AND TITLE-ABS-KEY (Singapore) analyzed using Biblioshiny and R.Studio. The results show that the annual publication trend is fluctuating but tends to increase, with peak productivity in 2025, predominantly published in the Journal of Multicultural Counseling and Development. Thematic map and keyword analysis found psychology, multiculturalism, and pedagogy as the main basis of the research. However, this academic landscape faces structural challenges in the form of fragmented collaboration between authors and a heavy reliance on the Singapore–United States transnational research axis.