Abstract
In response to the growing demand for higher education to cultivate global talent amid contemporary global developments, this study investigates the status of Chinese universities’ efforts in fostering global competency among undergraduates. Addressing a research gap in understanding the relationship between students’ global experiences and their global competency, the study surveyed 3,513 undergraduates, comparing outcomes across different types of universities and analyzing key factors contributing to global competency. Using regression analysis, the study reveals that undergraduates from Project 985 universities scored significantly higher in global competency and engaged more frequently in globalization-related activities compared to their peers at nonelite institutions. Global experiences, including participation in internationalization-focused courses, academic events with global themes, social interactions with overseas students, and maintaining connections with foreign peers, were found to significantly enhance students’ global competency. These findings highlight the need to balance internationalization efforts across both elite and nonelite universities while emphasizing the importance of enriching students’ academic and communicative experiences. The study underscores the critical role of equitable and diverse internationalization strategies in developing global talent, offering actionable insights for policymakers and educators aiming to strengthen global competency across higher education institutions. Keywords：Global competence; global experience; undergraduates
Published Version
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