Abstract
<title>Abstract</title> <p>This study examines the psychosocial impacts of climate change on Kiribati international students in China, focusing on how the existential threat to their homeland shapes their emotional experiences and coping strategies. Drawing on a Social Constructionist framework, the study aims to explore how these students construct meaning around climate vulnerability within transnational academic contexts. A qualitative design was employed, involving 20 semi-structured interviewees and focus group discussions with 11 Kiribati students. The findings reveal that students experience eco-anxiety, grief, stress, and anticipatory loss, shaped by the intersection of climate vulnerability, academic life, and cultural identity. Key themes include emotional distress, purpose-driven coping, social and cultural support systems, and global engagement through activism and advocacy. These responses are not merely individual but are socially and culturally constructed through shared experiences and interactions. The study highlights that climate-related psychological impacts among students from vulnerable regions are deeply embedded in socio-cultural and transnational contexts. It underscores the need for culturally responsive institutional support and policies that address both emotional well-being and the broader implications of climate-induced displacement, while recognizing students as active agents in global climate discourse.</p>