<![CDATA[This study explores how an Indonesian student participating in the Indonesian International Student Mobility Awards (IISMA) experienced and interpreted her intercultural adjustment during study abroad through the lens of Oberg's (1960) Four-Stage Culture Shock Model. Employing a qualitative narrative inquiry design, this study examines the lived experience of a female IISMA awardee from Universitas Gadjah Mada who studied in Hungary in 2024. Data were collected through an in-depth life-history interview and analyzed using Clandinin and Connelly's three-dimensional narrative inquiry framework alongside thematic analysis. The findings indicate that Lily's intercultural journey broadly reflected Oberg's four stages of honeymoon, crisis, recovery, and adjustment. However, the emotional intensity and progression of these stages appeared more moderate than those described in the original model. Rather than proposing a revision of Oberg's theory, this study provides an illustrative account of how intercultural adjustment may unfold within a contemporary, digitally connected, and institutionally supported international mobility context. The findings contribute to ongoing discussions on intercultural adaptation by demonstrating that classical culture shock models remain analytically useful when interpreted alongside contemporary perspectives on student mobility. The study also highlights the importance of preparation, reflective learning, and peer support in facilitating intercultural adjustment among international students.]]>
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