Arden University Berlin is a higher education institution with students from all over the globe relocating to Germany’s multicultural capital to pursue various degrees. This process brings together students and staff from diverse countries of origin, linguistic backgrounds, and religions who exemplify Vertovec’s concept of “superdiversity”. This qualitative case study aims to scrutinise the different ways Arden University students in Berlin apply agency as they develop their understanding of academic integrity and the relevant academic literacies. Data collected through interviews over three ten-week semesters was thematically analysed through the lens of superdiversity to explore the factors that helped or hindered the students’ agency in building academic literacies. This study reveals that students in Berlin bring rich cultural and educational capital yet face challenges in adapting to Western academic writing conventions and integrity standards due to differences in prior learning practices and competing personal, social, and cultural demands. Their experiences highlight the complexities of academic transitions in superdiverse contexts, emphasising the need to move beyond deficit-based assumptions about international students. Higher education institutions must adopt inclusive, student-centred strategies and flexible support systems to address cultural and academic differences, ensuring equitable access to learning and fostering integrity in superdiverse environments.