Chinese University Teachers Research Articles

Study on the Application of Service-Learning Theory to Social Practice in Chinese Universities

This study discusses the application of service-learning theory in social practice in Chinese universities. By analyzing two typical case studies from Nankai University and Sichuan University, it reveals the ways of applying service-learning theory in Chinese university social practice, the implementation path and its positive effects on college students, universities and communities. The results show that the application of service-learning theory in Chinese social practice not only significantly improves college students' academic understanding and sense of civic responsibility, but also demonstrates positive results in cultivating college students' practical skills, interpersonal skills, and teamwork spirit and so on. At the same time, the university and the community have achieved two-way reciprocity. This study further points out that the application of service-learning theory to social practice can make up for the current problems of single content, weak reflection, and unsatisfactory results of social practice programs in Chinese universities. Based on this, the study proposes specific recommendations to promote the integration of service-learning theory and social practice, including emphasizing the education of civic responsibility, increasing social support, and strengthening the effective application of reflection mechanisms, which provide a new theoretical basis and practical strategy for improving the quality of social practice education in Chinese universities.

Measurement and profiles of digital literacy among English teachers in Chinese University

This study seeks to development and validate the Digital Literacy Scale (DLS) tailored for English teachers in Chinese universities, providing a robust tool for assessing their digital literacy. Amid the ongoing digital transformation of education, faculty digital literacy has become a cornerstone for driving the digitization of higher education, enhancing the quality of teaching, and fostering a digitally empowered society. Despite its importance, existing research predominantly focuses on conceptual frameworks and theoretical analyses. Crucially, there remains a notable paucity of studies that integrate digital literacy into subject-specific contexts, such as English education, or that rigorously validate assessment tools designed specifically for English teachers in Chinese universities. To address this measurement lacuna, data were gathered from a cohort of 541 English teachers at Chinese universities (Nmale = 127; Nfemale = 414) and analyzed using confirmatory factor analysis (CFA) to evaluate the proposed measurement model. The CFA results demonstrate that the DLS exhibits robust psychometric properties. Additionally, the average digital literacy score among English teachers at Chinese universities was 4.79 (SD = .73), indicating a relatively high level of digital proficiency within this cohort. This study further discusses the implications of utilizing the DLS as a reliable tool for assessing digital literacy in this academic context.

A multi-perspective and multi-method study on perceptions of English proficiency and pedagogical practices of NNESTs and NESTs in Chinese university classrooms

This study investigates the perceived English proficiency and teaching practices of non-native and native English-speaking teachers (NNESTs and NESTs) in Chinese universities, utilizing a multi-method approach including surveys, classroom observations, interviews, and focus groups. Data were collected from 118 students, four NNESTs, four NESTs, and two administrators to assess proficiency in English for general purposes (EGP) and English for teaching purposes (ETP). Qualitative and quantitative analyses indicate that NNESTs rate their ETP proficiency higher than their EGP, while NESTs perceive their EGP and ETP proficiencies to be superior to those of NNESTs. Administrators affirm NNESTs' ETP proficiency but raise concerns about NESTs' writing skills for ETP. Although a majority of students (n=65) showed no preference, focus groups suggest their preferences are context-dependent. The findings contribute to the understanding of ETP versus EGP proficiency and highlight the need for professional development in teaching competencies for both NESTs and NNESTs.

From digital literacy to digital competence: The structure of Teacher Digital Competence (TDC)

ABSTRACT This study investigates the impact of digital literacy on the digital competence of 380 Chinese university teachers. Using the Scale of Digital Literacy (SDL) and Scale of Teacher Digital Competence (STDC), the study implements a training programme based on the Teacher Digital Competence (TDC) framework. Results show that higher digital literacy correlates with increased STDC indicators. Group A, with lower initial digital literacy, sees minimal improvements, emphasising the importance of baseline digital literacy. However, Groups B and C, with intermediate to advanced digital literacy, exhibit significant enhancements in all sub-scales. The study highlights the effectiveness of tailored training for teachers with varying digital literacy levels, offering valuable insights for educational initiatives.

Choosing to teach: Career aspirations among student teachers in Chinese normal universities and colleges

Encouraging young people to pursue and remain in the teaching profession is a core goals of teacher education, and it is important to understand new-generation teachers' vision for teaching. This study investigates teaching aspirations of 37,514 Chinese pre-service teachers with aspects to occupational entry, expected retention, and willingness of rural teaching, and examines the influences of multi-level factors via multivariate linear regression analysis. Findings indicate some contextually specific factors that can impact on pre-service teachers’ decision to teach, providing practical implications for teacher preparation and inspiring future relevant research to holistically investigate teaching aspirations beyond micro-level variables.

Creative Teaching Ability, Motivation, and Self-Efficacy Among Art And Design Teachers in Chinese Universities

This study explores the relationship between creative teaching ability, motivation, and self-efficacy among 425 art and design teachers in Chinese universities. A quantitative survey approach investigated these factors and their influence on teaching effectiveness. Most participants were female, aged 26-35, and held Master’s degrees or higher. The study identified “Evaluation and Reflection” as the most critical aspect for fostering creative teaching, while “Teacher Work Environment and Development” was the strongest motivator. Interestingly, self-development emerged as the most important factor for teacher self-efficacy. Age also played a significant role in the analysis. These findings highlight the interconnectedness of creative teaching ability, motivation, and self-efficacy for effective art and design education. The study proposes a comprehensive development plan for art and design schools based on these results. This plan encompasses strategies for educators, students, schools, and researchers. Educators would benefit from increased professional development opportunities, research support, and effective evaluation methods. Students would experience personalized education, practical training through industry collaboration, and mental health support. Schools could enhance interdisciplinary collaboration, implement international exchange programs, and cultivate an innovative college culture. Finally, researchers would be empowered by an improved research environment with grants, mentorship programs, and academic exchange opportunities. By implementing these recommendations, art and design schools can create an environment that fosters creative teaching, motivates educators, and ultimately enhances the overall learning experience for students.

Educational Beliefs, Core Values, And Professional Ability Among Chinese University Teachers

This study takes Chinese university teachers as the survey object, considering gender, age, years of service, education and other factors, to explore the relationship between their educational beliefs, core values and professional competence. The survey results show that teachers generally hold strong educational beliefs, in particular the value placed on student-centred learning and whole-person education, including academic achievement and all-round development. Core values such as fairness, integrity and rigor are given priority in teaching. However, the emphasis on intercultural communication skills and continuing professional development is significantly inadequate. Female teachers scored significantly higher than male teachers on educational beliefs, core values, and professional competence, suggesting the need for tailored strategies to address these differences. The study highlights a significant positive correlation between educational beliefs, core values, and professional competencies, suggesting that strengthening these areas can lead to an overall improvement in educational quality and inform higher education policy in China.

Pathways to Resilient and Sustainable Online Education in the New Normal: Interpreting University Teachers’ Willingness to Use Online Teaching Platforms Consistently

In the new normal, online education has become a norm and is considered equally important as traditional face-to-face education. Although online teaching has improved accessibility, reduced management costs, and expanded educational opportunities, there are also some issues, such as whether technology and internet access are widespread and whether the quality of online education is better or worse compared to previous modes. With the rapid development of online education, it is crucial to investigate the key factors influencing university teachers’ continuous usage of online teaching platforms and their working mechanisms, which is of great significance for improving the level of educational informatization and promoting educational modernization. This study mainly explores the continuous usage intention of online teaching platforms by Chinese university teachers under the new normal and its influencing factors, aiming to provide theoretical support and practical insights for improving educational informatization, promoting educational modernization, and designing and optimizing online teaching platforms. This study builds a new theoretical framework based on the technology acceptance model (TAM), UTAUT model, and the theory of planned behavior (TPB). From April to November 2024, 343 questionnaires were collected from Chinese university teachers. Combining structural equation modeling (SEM) and fuzzy-set qualitative comparative analysis (fsQCA), the key factors influencing teachers’ continuous usage of online platforms and their configuration relationships are systematically discussed. Not only are the key factors verified, but the configuration relationships are also revealed, providing deeper insights for universities to design, promote, and optimize online teaching platforms and offering theoretical support and practical guidance for promoting sustainable educational development.

School Climate, Incentives and Feedback Mechanism in Chinese Universities

This study aims to explore the school climate, incentives and feedback mechanisms in Chinese universities and their effects on teachers and students. This paper analyzes how a good school climate, effective incentives and sound feedback mechanisms can enhance teachers’ career satisfaction, professional growth. A total of 400 valid questionnaires were collected for this study, and descriptive analysis, analysis of variance, and regression analysis were conducted using SPSS 26.0. The majority of teachers in Chinese universities are women and are sensitive to remuneration and benefits. The findings revealed a positive relationship between school climate, incentive mechanism and feedback mechanism in Chinese universities. This means that the better the school climate in university, the better incentive mechanism and the better feedback mechanism. The findings suggest that a campus culture of trust and cooperation, a transparent and fair compensation and benefits system, personalized career development planning, and a timely and constructive feedback mechanism are key factors in enhancing the quality of education. Based on this, this paper proposes a series of specific strategies to optimize the university’s school climate, motivation, and feedback mechanisms, including strengthening culture, providing career development opportunities, establishing sound assessment and feedback mechanisms, applying advanced educational technologies, and creating a positive career development environment for teachers and retaining more teachers in universities.

Teaching Accountability, Engagement and Quality among Chinese Higher Vocational College Teachers

The study focused on the pressing need to enhance the quality of education in higher vocational colleges in China, addressing the gaps in teaching accountability, engagement, and quality among Chinese vocational college teachers. Despite numerous initiatives, challenges persist in improving teaching standards and student outcomes. This research aims to fill the gap by systematically exploring the relationships between teaching accountability, engagement, and quality. The main objectives are to determine the relationships among teaching accountability, teaching engagement, and teaching quality and to propose a professional development program for vocational college teachers in China. The study employs a quantitative research design involving 426 teachers from two vocational colleges. Data were collected through surveys and analyzed using statistical methods. Key findings reveal that teacher professionalism, responsibility, and duties are positively correlated with teaching engagement and quality. Teachers who exhibit higher professionalism and responsibility tend to engage more deeply in teaching activities, resulting in better student performance and achievement. The study con-tributes new insights into the interdependencies of these variables in the context of Chinese vocational education. One significant recommendation is the implementation of continuous profes-sional development programs tailored to enhance teacher engagement and ac-countability. These programs should focus on improving pedagogical skills, foster-ing a culture of collaboration, and integrating modern teaching strategies to elevate the overall quality of vocational education.

Innovation and Construction Path of Intelligent Teaching of College Chinese in the Era of Artificial Intelligence

Literature can enhance people's cultural accomplishment from a higher level, enrich people's inner world, and glow people's spiritual outlook, therefore, college Chinese is one of the ways to realize the new era of socialism with Chinese characteristics, and is a strong guarantee to train socialist builders and successors. However, the traditional teaching methods are increasingly unable to meet the educational needs of college Chinese courses in the new era. Therefore, it is necessary to use artificial intelligence and other technologies to make the teaching objects and teaching process of college Chinese courses perceived and connected, that is, to complete the effective output of knowledge through artificial intelligence, and establish a teaching network system that has the sense of being immersive and ready to learn, so as to effectively realize intelligent teaching.College Chinese courses should take the initiative to meet the changes of The Times, and explore the construction path of college Chinese intelligent teaching from the aspects of transforming teaching ideas, reforming teaching design, innovating teaching activities, and constructing diversified teaching evaluation.

The Important Role of Aesthetic Education in Universities: An Empirical Research of the Effects of Aesthetic Experience on the Emotions of University Students in China

This paper aims to explore the crucial role of aesthetic experience in influencing the emotions of Chinese college students. Using the Aesthetic Experience Scale and the Positive and Negative Affect Scale, a survey was conducted among 551 students in Changchun City, Jilin Province, China. The results of the survey indicate that aesthetic education can significantly promote the generation of positive emotions while helping to alleviate negative emotions. Among the dimensions of aesthetic experience, cognitive synergies and elaboration, paratelic mode, and expressive perception significantly and positively predict positive affect. This provides strong support for the implementation of aesthetic education in Chinese universities, and highlights the important role of aesthetic education in promoting the holistic development of college students.

Current Situation and Countermeasures of Music Teaching in Colleges and Universities

With the development of social economy and the advancement of educational reform, music education in Chinese colleges and universities is gradually paid attention to. However, there are still many problems in music education. Through the analysis of the current situation of music teaching in universities in China, it is found that there are some problems in music education, such as unclear educational concept and goal, single teaching content and method, insufficient teaching resources and facilities, uneven quality and level of teaching staff, or lack or unreasonable teaching evaluation system. In view of these problems, this paper puts forward the corresponding countermeasures and suggestions. Make clear the concept and goal of music education and integrate them into the overall education system; enrich the music teaching content and methods of music teaching, improve students interest and participation in learning; increase the investment of music teaching resources and facilities to provide a good learning environment for students; improve the quality and level of teachers, strengthen the teacher training and selection; establish and perfect the music teaching evaluation system to ensure the teaching quality and effect.

Perceived school climate, collective teacher efficacy, self-compassion, and subjective well-being in Chinese university teachers: a mediation analysis

This research investigates the relationships between perceived school climate, collective teacher efficacy, teacher self-compassion, and their combined impact on the subjective well-being of Chinese university teachers (n = 617). Utilizing a social-ecological framework, we employed structural equation modeling (SEM) to examine these relationships. Our findings reveal direct positive associations between perceived school climate and collective teacher efficacy with teacher subjective well-being. Furthermore, teacher self-compassion emerged as a significant mediator in these relationships, highlighting its role as a crucial personal resource that links the school environment to individual well-being. These results underscore the importance of fostering positive school climates, enhancing collective efficacy, and cultivating self-compassion to support teacher well-being in the context of Chinese higher education. The implications of these findings for educational policies and practices aimed at promoting a more sustainable and flourishing academic environment are discussed.

Love is (not) love? exploring Chinese university teachers’ agency in translating rainbow works

ABSTRACT This study employs Emirbayer and Mische’s concept of ‘agency’ as a theoretical tool to examine the impact of the subjective agency exhibited by 11 Chinese university teacher translators on the translation of rainbow works. 1 The analysis examines the iterational, projective, and practical-evaluative dimensions of their agency, uncovering the mechanisms associated with each. Findings show that external pressures in the iterational dimension led to negative agency, discouraging the translation of rainbow works. In contrast, the projective dimension fostered positive agency, with translators advocating for these works. The practical-evaluative dimension revealed twisted agency, leading to ambivalence in translation decisions. The study advocates for fostering positive agency through the projective dimension to enhance societal understanding of sexual minorities and promote inclusive translation practices.

Dynamic positioning in identity development: Case studies of Chinese university English language teachers

This multiple-case study examines the dynamics of identity among Chinese university teachers of English as a foreign language (EFL) in response to challenges that arise from individual teaching contexts. Grounded in Dialogical Self Theory (DST), the study investigates how these teachers navigate conflicting pedagogies, exercise agency, and negotiate their professional identities. Through in-depth interviews and classroom observations, the findings demonstrate the ways in which participating teachers drew on diverse position repertoires to manage the complexities of their teaching roles. The study identified several key positioning strategies, including the adoption of meta-positions, the creation of third positions, the utilization of promoter positions, the formation of coalitions of positions, and the management of cacophonous positioning. The findings contribute to the growing body of research on language teacher identity, highlighting the dynamic complexity of identity construction. The study offers implications for professional development programs, advocating for opportunities that foster critical reflection on teachers’ multiple I-positions.

Beyond Traditional Skills: The Link between Innovative Entrepreneurship Education and Employability Outcomes in Chinese Universities

This study examines the impact of innovation and entrepreneurship education (IEE) on the employment paths of college students, focusing specifically on two key objectives. First, it explores how IEE influences the entrepreneurial mindset of Chinese university graduates and enhances their employability in an increasingly competitive job market. Findings reveal that students exposed to IEE are more likely to develop creativity, adaptability, and resilience, traits that align well with employer demands and boost employability. The second objective investigates how IEE affects the overall educational quality and self-efficacy of students, which serves as a mediating factor in their post-graduation career success. The quantitative data collected demonstrate a positive relationship between IEE and employability, with IEE also significantly improving students' comprehensive educational quality, critical thinking, and confidence. These results underscore the role of IEE not only in shaping career readiness but also in enriching educational outcomes, ultimately positioning graduates for success in a dynamic job market.

A Review of Knowledge Management Education in China

Abstract: The upsurge in knowledge production highlights the importance of knowledge management (KM), which leads to the increasing demands on KM professionals by organizations, governments, and society. To fulfill the urgent need for skills and expertise, universities in China have added KM-related courses to their curricula. Given the complexity of knowledge and the interdisciplinary nature of KM as well as the diversity of the university structure, KM education in China has been developed as a crucial field. This paper reviews the development of KM education in Chinese universities and investigates the current KM curriculum designs of these universities. It takes KM-oriented research programs and courses from “Shuangyiliu” universities in China as a starting point, aiming to introduce the curriculum development landscape and demonstrate the interdisciplinary origins of the KM curriculum. The results suggest that there is a trend that KM education needs to redefine target groups in order to fulfill various needs from society. There is also a need to encourage a broader collaboration among disciplines and further discussion of the disciplinary positioning of KM education in China.

Navigating multiple expectations: Chinese female university teachers’ identity performance on social media

ABSTRACT This study investigates the intricacies of Chinese female university teachers’ identity performance on social media using a digital ethnographic approach. Data were collected through tracking 15 participants’ posts on WeChat and maintaining informal communications with them over one academic year. Altogether 691 posts were collected and analysed by using multimodal discourse analysis. Findings showed that participants presented themselves as committed and stressed teacher, well-informed and capable housewife, and self-pleasing and self-regulated intellectual. These identities revealed the complexities of female teachers’ self-authorship in relation to the sociocultural and institutional expectations. Their identity performance shed new light on the imbrication of Confucian gender heritage, post-reform ideologies and the neoliberal ethos in the unique Chinese context. The study also provided insights into how social media can create a discourse space for teachers’ active self-presentation for the purpose of personal and professional wellbeing.

Chinese university teachers’ engagement with generative AI in different stages of foreign language teaching: A qualitative enquiry through the prism of ADDIE

Chinese university teachers’ engagement with generative AI in different stages of foreign language teaching: A qualitative enquiry through the prism of ADDIE