Bridging Worlds

As I embarked on my graduate studies in Wyoming 13 years ago, thousands of miles from the country of my birth and the place where I spent my childhood, I was reminded daily of the transformative power of education. My journey—shaped by my identity as an American Uzbek, a Muslim woman, a mother, and a doctoral degree holder—has been defined by perseverance, cultural exchange, and a deep commitment to hard work. These elements have helped me build a life and career in a country I proudly call home.
My journey is not just one of self-discovery but also of bridging worlds—within myself and between myself and others. As a third-culture child, I have lived across the gaps that often divide us along cultural, linguistic, and national lines. Through education, I found the means to navigate these gaps and bridge them, a realization that has influenced my work in international education. This work, to me, is about more than just academic learning; it is about fostering understanding, empathy, and a shared global perspective.
A Moment of Emotional Resonance
One particular moment that stands out in my career occurred during a conversation with one of my students. She was a bright, driven young woman who was the first in her family to attend college and had never traveled outside her hometown. During a discussion about study abroad opportunities, she confided her doubt that someone like her could ever seize such an opportunity.
In that moment, I remembered the obstacles I faced on my own journey—as a nontraditional graduate student navigating a new world with limited resources but boundless determination—and the doors that education opened for me. I saw her doubt reflected in my younger self. I shared my experience with her to emphasize that her background was not a barrier but rather a unique strength. I told her that her perspective, shaped by her lived experiences, would enrich any academic community she joined. Watching the light of possibility in her eyes, I realized the impact of my work.
This was more than just an exchange of words; it was a moment of emotional resonance for both of us. I was reminded of why I chose this path and dedicated my work to this field: to help students discover their confidence, reshape their narratives, and become bridges in our increasingly connected world.
Watching the light of possibility in her eyes, I realized the impact of my work.
The experience reaffirmed my core belief that international education is an opportunity that should be accessible to all—but especially to those who come from marginalized backgrounds. For students like mine, international education offers more than just academic growth. It opens doors to new worlds, challenges stereotypes, and broadens horizons in ways that few other experiences can. It provides a lifeline for students to challenge preconceived notions about themselves and others, develop a sense of global citizenship, and see the world—and their role in it—differently.
Rooted in Purpose: A Deeper Commitment
Yet, as I reflect on the challenges I’ve faced in my own journey, I am aware of the barriers that still exist for many students. As a third-culture professional who has worked tirelessly to establish myself, I intimately understand the obstacles facing students from different socio-economic, socio-linguistic, and socio-cultural groups. For too many, international education remains out of reach, and this is something I am committed to changing with my work.
Now, more than ever, we must invest in international education as a powerful tool for global cooperation, empathy, and peace building.
The moment with my student didn’t just reaffirm my commitment to my work—it deepened it. It reminded me that my role in international and global education is not just to facilitate opportunities but to actively work to dismantle the barriers that prevent students from seizing them. This means advocating for more scholarships, creating comprehensive support systems, and pushing institutions to make international education more inclusive and equitable.
Now, more than ever, we must invest in international education as a powerful tool for global cooperation, empathy, and peace building. Global education has the unique ability to transform individuals and, by extension, societies. In a world facing complex global challenges—from climate change to public health crises—the need for a globally competent workforce that can collaborate across borders has never been greater. Global education is key to building this mindset, equipping students with the skills and perspectives necessary to address global issues. Reflecting on my own journey from an immigrant and third-culture child from a middle-class family to an international educator, I am reminded of the many doors that education has opened for me, and I am committed to ensuring that those same doors remain open for others. •
Dilnoza Khasilova is the director of the World Language and Culture Program at the University of Wyoming.
About International Educator
International Educator is NAFSA’s flagship publication and has been published continually since 1990. As a record of the association and the field of international education, IE includes articles on a variety of topics, trends, and issues facing NAFSA members and their work.
From in-depth features to interviews with thought leaders and columns tailored to NAFSA’s knowledge communities, IE provides must-read context and analysis to those working around the globe to advance international education and exchange.
About NAFSA
NAFSA: Association of International Educators is the world's largest nonprofit association dedicated to international education and exchange. NAFSA serves the needs of more than 10,000 members and international educators worldwide at more than 3,500 institutions, in over 150 countries.
NAFSA membership provides you with unmatched access to best-in-class programs, critical updates, and resources to professionalize your practice. Members gain unrivaled opportunities to partner with experienced international education leaders.