Is Teaching and Learning in Chinese Higher Education Classrooms Internationalized? Perspectives from International Students in China

Autor/inn/en	Singh, Jasvir Kaur Nachatar; Kaur, Amrita
Titel	Is Teaching and Learning in Chinese Higher Education Classrooms Internationalized? Perspectives from International Students in China
Quelle	In: Higher Education Research and Development, 42 (2023) 5, S.1283-1297 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Singh, Jasvir Kaur Nachatar)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
DOI	10.1080/07294360.2023.2197196
Schlagwörter	Foreign Countries; Teaching Methods; Learning Processes; Foreign Students; Student Attitudes; Chinese; Language of Instruction; Second Language Learning; Global Approach; Barriers; International Education; Personal Autonomy; Group Discussion; Peer Relationship; Educational Opportunities; Student Interests; Graduate Students; Undergraduate Students; Alignment (Education); China; China (Beijing) + Suchen Sie Ihr Suchwort? Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Schülerverhalten; China; Chinesen; Teaching language; Unterrichtssprache; Zweitsprachenerwerb; Globales Denken; Internationale Erziehung; Individuelle Autonomie; Gruppendiskussion; Peer-Beziehungen; Bildungsangebot; Bildungschance; Studieninteresse; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin
Abstract	While China has emerged as a leading host country for international students, it reinforces its determination to build a global knowledge system by integrating Chinese and Western epistemological traditions in teaching and learning to promote epistemic justice. The study aims to explore international students' challenges to current approaches to teaching and learning in Chinese higher education institutions in relation to the internationalization of curriculum. The study employed a qualitative exploratory design and collected data using semi-structured interviews with 30 international students at two prestigious Chinese universities. Based on the thematic analysis, the results highlight that international students struggle with issues such as Chinese language-dominated instruction, lack of discussion and autonomy in the classroom, limited engagement with domestic (Chinese) students and insufficient practical or hands-on learning opportunities. These findings are analysed against common standards required for the internationalization of teaching and learning. These findings have implications for classroom pedagogy in higher education institutions in China to sustain the interest of international students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01