The growing number of international students in Mainland China makes investigating their academic adjustment experiences a matter of urgency for intercultural researchers and educational practitioners. Although the literature has proposed various theoretical models, these models provide more controversy than consistency. To clarify theoretical ambiguity and inform directions to progress academic adjustment research, this review systematically searched reputable English and Chinese electronic databases for references regarding international students’ academic adjustment in Mainland China. This review critically evaluated the context, concepts, and empirical findings relevant to international students’ academic experiences in Mainland China. The findings revealed the theoretical and methodological developments of existing studies that used various designs to propose complex mechanisms and models. This review also identified a number of factors (i.e., personal, sociocultural, and situational) and their interplay as critical in understanding and explaining international students’ academic adjustment and providing implications for relevant parties. The review calls for more longitudinal designs to explain international students’ academic adjustment trajectories from a dynamic perspective.
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