<![CDATA[Domestic out-of-town and international students must adapt to a new academic and sociocultural environment while separated from their primary support systems, yet comparative qualitative evidence on their experience of social support remains scarce. This study explored the meaning of social support in the academic adaptation of both groups. A qualitative descriptive phenomenological design was applied to sixteen purposively selected students at an Indonesian university, twelve domestic and four international students from India, Ecuador, Botswana, and Tanzania, over four months. The process covered reflexivity preparation, informed consent, two to three interview sessions per participant, and member checking. Data were collected through semi-structured interviews, participant observation, and documentation, then analyzed using Braun and Clarke's six-phase inductive thematic analysis. Four themes emerged from 187 codes: emotional (54 codes; 16/16 participants), informational (49; 16/16), instrumental (44; 15/16), and social network support (40; 14/16). Domestic students relied on regional communities and senior peers, whereas international students relied on cross-cultural friendships and institutional support. Universities should provide differentiated, culturally responsive support, especially in the first two semesters. Institutional emotional support also needs strengthening.]]>
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