本研究以日本理工科大學的國際學生諮詢案例為分析基礎，依據不同學位階段整理工科大學特有的問題結構，並從預防性取向與教育性取向的角度探討支援模式的可能性。研究結果顯示，學士、碩士、博士各階段的主要問題雖然分別集中在生活適應、研究停滯與師生指導關係，但在理工科大學以研究室為核心的教育體制下，多個領域的問題往往相互連鎖，使得問題容易潛伏、累積並深化。基於此結構性特徵，僅依賴傳統的問題解決取向已不足以因應需求；因此，有必要在入學初期即導入早期介入的預防性取向，並結合強化國際學生自主性與自我調整能力的教育性取向模式。

This study examines counseling cases involving international students at a Japanese engineering university to identify degree-specific problem structures and to consider the feasibility of a support model that integrates preventive and educational approaches. The analysis indicates that the primary concerns differ across academic stages—daily life adjustment for undergraduates, research stagnation for master’s students, and supervisory relationship difficulties for doctoral students. At the same time, within the laboratory-centered educational system characteristic of engineering institutions, issues across multiple domains tend to interact, allowing problems to remain latent and subsequently escalate. These structural conditions highlight the limitations of conventional problem-solving approaches. The findings underscore the need for a support framework that combines early, preventive intervention from the point of enrollment with educational approaches designed to cultivate students’ autonomy and self-regulation.