Field Of International Education Research Articles

Metacognition in the field of international education: Bibliometric Analysis Based on Citespace and VOSviewer

Metacognition in the field of international education: Bibliometric Analysis Based on Citespace and VOSviewer

Information Integration Technology Helps the High Quality Development of Chinese International Education

Abstract As China’s position in the international arena continues to rise, and its interaction with the rest of the world increases, Chinese language international education has received widespread attention and developed rapidly. Based on information fusion technology, this paper constructs a vocabulary frequency analysis model that combines Bayesian estimation and D-S evidential reasoning, specifically used to calculate the hotness value of Chinese language international education. In the in-depth analysis of the Chinese language international education field, high-frequency words reflect the core themes in teaching and learning. At the same time, centrality indicates the degree of interconnection among the research themes. In the in-depth analysis of the Chinese international Education field, high-frequency vocabulary reflects the core teaching and learning themes, and the centrality indicates the degree of interconnection among the research themes. The frequency of Chinese as a foreign language is as high as 170 times, with centrality reaching 0.33, and these high-frequency keywords constitute the cornerstone of the development of Chinese international Education in China. When analyzing the data of the foreign students coming to China, it is found that the Number of Asian students accounted for 59.29% of the total number of 274976 students by the end of the study period. By 2022, the number of colleges and universities enrolling international students in China will increase to 831, and the Chinese global education market will reach 7.56 billion yuan in 2022, showing a saturated market status. The information fusion technology adopted in this paper not only reveals the development trend of Chinese international Education, but also provides a powerful analytical tool to promote the high-quality development of this field. A powerful analyzing tool.

Inspiring Practices in Educational Globalization: The Case of Finland

The globalization of education is considered to be the prevailing trend of the 21st-century, compelling an increasing number of countries to recognize the significance of seeking innovation in teaching to align with this transformative process. The era of globalization presents new challenges and opportunities for the education systems worldwide. Among them, Finlands distinctive pedagogical philosophy and its outstanding reputation in the field of international education have attracted significant attention on a national scale. This paper investigates the efficacy of the Finnish education system in promoting quality learning in the context of globalization. In this study, the author adopts a case study approach centered on Finland, employing desktop-based techniques to gather pertinent data and information related to the survey. Overall, Finlands noteworthy academic accomplishments demonstrate the need for greater emphasis on teacher training and the establishment of an integrated pedagogical framework that combines instructional excellence with equitable student treatment.

Student Identity Sense-Making and the Study Abroad Experience

Student experiences have long been discussed within the field of international education. Most studies focus on the overwhelming positive benefits students may have before, during, and after the study abroad experience. Not surprisingly, the percentage of undergraduate students who study abroad continues to increase. While there are certainly benefits to studying abroad, few studies have emerged that highlight the negative effects of study abroad. This study focuses on the potential adversity the study abroad experience may have on students, specifically in terms of identity-sense making prior to, during, and after their study abroad programs. This paper argues that by focusing on adversity with the study abroad experience, institutions can better prepare students for both the negative and positive outcomes of international education. The results of this study suggest that, with more resources that engage in identity sense-making, students will have the tools to mitigate negative international experiences.

Living and learning in the field of international development education

Karen Mundy is a Professor of Education Policy and Leadership at the University of Toronto, and an award-winning scholar in the field of International Education Development. Her career has included sustained engagement and leadership in international development organizations, most notably the Global Partnership for Education and UNESCO. In this piece she reflects on current challenges and opportunities for our field derived from three main autobiographical streams: her life as a scholar; within international development organizations; and her private or personal life.

Reconstructing choice: parental choice of internationally-oriented “public” high schools in China

ABSTRACT This article examines a new trend of high school choice in China – parental choice of emerging international high-school curriculum programs (IHSCPs) recently established by Chinese elite public high schools. We add to the existing critical literature on school choice by providing a detailed empirical analysis of why, how, and under what conditions Chinese parents with high socio-economic status choose a particular IHSCP. Drawing on Pierre Bourdieu’s conceptual triad of practice – capital, habitus, and field, the article points out that Chinese upper-middle- and upper-class parents engage in complicated conversion strategies surrounding their individual and collective struggles for elite education in both national and international fields of power. The study foregrounds the role of neoliberalism in articulating local and global education markets that allows privileged Chinese to transcend structural constraints in China and seek out opportunities in the international education field for their children.

Interpreting International Mindedness in Dutch State-funded International Schools: an educational leadership perspective

This article focuses on the challenges faced by educational leaders of international schools in conceptualising international mindedness. Further articles are planned which will focus on how the wider social and school context influence educational leaders’ promotion of international mindedness, and on why educational leaders are drawn to values-leadership models in its promotion. The use of the term international mindedness has grown significantly over the last thirty years. It is now in common usage in many international schools (Hayden et al, 2015), and is used specifically by both the International Baccalaureate and the International Primary Curriculum to describe the core values that underpin the educational programmes they offer. It is a broad concept whose advocates claim it encapsulates the values and ideals of international education that seek to promote greater global understanding and awareness (Hill, 2014). However, the value and appropriateness of the term remain contested (Haywood, 2015; Savva and Stanfield, 2018). There is also a growing body of literature that has highlighted the importance of educational leaders in promoting school-wide values (Hallinger and Huber, 2012; Day et al, 2016). If we are to better understand the significance of international mindedness to the wider field of international schools, we need to develop a greater awareness of what shapes educational leaders’ understanding of a core value such as international mindedness, and what it is they hope to achieve within the wider social and school context within which they are operating. The first section of this article explores how international mindedness is conceptualised and the current debates surrounding it, presenting a conceptual framework for international mindedness that draws on academic literature from the wider field of international education. The second section is based on empirical research carried out into educational leadership in a group of international schools.

Development of the Regulatory and Institutional Basis for Incrising the Educational Migration to Russia

The publication aims to analyze the existing regulatory framework in the field of edu- cational migration for the implementation of strategic documents in the field of foreign and humani- tarian policy of Russia; assess how the existing legal mechanisms for educational migration meet the objectives; to formulate the institutional conditions for a new stage in the export of Russian education, taking into account geopolitical changes. The publication also presents the results of the monitoring of “double degree” programs conducted by RUDN University in 2022, as well as the risks of introducing a new system of higher education in Russia in the aspect of internationalization. The methodological basis of the study is the analysis of statistical data in the field of international education, as well as the analysis of the regulatory framework, which includes the legislation of the Russian Federation; departmental regulatory documents, international experience. Main research methods: analysis, formal legal and comparative legal.

The imperial entanglements of ‘Education in Emergencies’: from saving souls to saving schools?

ABSTRACT This paper reflects historically and contemporaneously on the relationship between ‘International Education and Development’ actors and foreign intervention in our colonial past and present, with a particular focus on Education in Emergencies (EiE), a sub-field of research and practice within ‘International Education and Development’. Theoretically, this work is underpinned by a critical application of the ‘implicated subject’, Rothberg’s (2019) conceptual addition to the study of violence and injustice which seeks to go beyond binaries of ‘victim and perpetrator’ and recognise the way many others are ‘implicated’ in systems of violence and injustice. In the first section we explore this framing for researchers and practitioners in the field of EiE and the complex ways that researchers and practitioners might be understood as ‘implicated subjects’. In the second part we explore two dimensions of EiE actors as ‘implicated subjects’: Diachronic and Synchronic. In the diachronic dimension we highlight the way the colonial past hangs heavy in the present and in the synchronic dimension we explore the case of Afghanistan, and the links between military, development and education strategy. In the conclusion we reflect on their implication for improved ethical practices in EiE and in the broader field of International Education and Development.

Environmental Sustainability and Internationalization in Higher Education: A New Frontier in Research, Policy and Practice

Ensuring environmental sustainability has gained global attention in recent years due to the effects of climate change and growing concerns about environmental degradation. A wide range of stakeholders have contributed to the urgent call for action, with recent analyses indicating both progress and alarming shortcomings in implementing needed changes. The field of international education has also begun focusing on environmental sustainability, with research exploring the intersections between internationalization and environmental impact. This special issue of the Journal of Studies in International Education presents timely perspectives on this complex topic, highlighting research on carbon footprints, air travel, sustainability rankings, and the role of professional associations. The issue also addresses the need for individual and collective action, and the importance of social justice and equity in achieving environmental sustainability. While the coverage is extensive, there is a notable absence of voices from certain regions and a lack of focus on student perspectives.

How do teachers learn to teach international students? Teachers’ informal professional learning in international vocational education

ABSTRACT The majority of the literature in the field of international education focuses on the experiences of international students, while much less is known about how teachers learn to teach this cohort. Research on teachers’ informal professional learning and critical moments of growth in their endeavour to enhance the learning experiences of international students in the vocational education and training sector is even scarcer. This article responds to the dearth of existing literature. related to teachers’ professional learning in international vocational education It is based on a study that includes semi-structured interviews with 102 staff in Australian vocational education and training. The article uses positioning theory as a conceptual frame to analyse teachers’ narratives of informal professional learning relation to teaching international students. The findings show that teachers position international students as valuable resources contributing to their informal professional development. The study indicates that it is crucial for teachers’ on-the-job learning experiences to be factored into the broader policy frameworks concerning teacher professional development. The article provides the evidence base to inform the development of situated and targeted professional learning for teachers teaching international students.

What Has COVID-19 Taught Us: Advancing Chinese International Student-Related Research, Policies, and Practices Through Critical Race Perspectives

As the largest international student group in U.S. higher education, Chinese international students have been made particularly vulnerable due to the resurgence of anti-Asian racism and U.S.-China geopolitical tensions. There is therefore a pressing need to make sense of Chinese international students’ perspectives and experiences around U.S. higher education—and in doing so, to highlight the ever-present educational inequalities rooted in academic capitalism, global unevenness, and institutional racism. This article builds on the results of a critical qualitative research project investigating Chinese international students’ agency, decision-making, and perceptions of race, racism, and power. It aims to unveil global hierarchies and racial inequalities in the field of international education in order to help advance future research and open new paths to practice. Greater critical reflexivity can help enhance the higher education institution’s understanding of and engagement with Chinese international students in today’s highly interconnected but politically polarized society.

INTEGRATIVE APPROACH IN THE DEVELOPMENT OF EUROPEAN HIGHER EDUCATION

The article substantiates the integrative approach as a trend in the development of European higher education. The educational process in institutions of higher education is the environment for the formation and development of a successful person capable of constructing a personal identity. The complex, multifaceted nature of the influence of integration in the field of international education on the entire course of modern social development is emphasized. The main goal of integration in education is determined - the unification of the efforts of the world community in educating a person with a humanistic view of the world, in preparing him for a comprehensive approach to solving global problems of humanity. Integration processes in international education should become a priority, and their results should act as a kind of general substrate for international cooperation in other areas. The rapid development of modern means of telecommunications and the latest technologies contributes to the anticipatory nature of integration processes in world education. The factors that ensure successful international cooperation in the field of education and contribute to integration and improving the quality of teaching and conducting scientific research in higher education institutions are identified: socio-cultural incentives aimed at improving the positive reputation and image of higher education in the country and the world; economic, that is, the attraction of alternative financial means aimed at the development of educational institutions, improving the quality of teaching and research; political incentives that ensure freedom of financial resources. The advantages of double degree programs are determined: the prestige of a diploma of a foreign institution of higher education; familiarization with unique educational disciplines that are presented in the foreign market of educational services; development of international cooperation in scientific, educational, information and other areas, expansion of ties to solve a complex of scientific and regional tasks containing scientific, educational, economic and political aspects. It is concluded that the integration of education can become a kind of stabilizing element of the development of integration processes of the economy, politics and other areas.

Women’s Perspectives on Paving a Career Path in International Education

This article examines perspectives of 29 women regarding their personal and professional growth in the international education field. The information was drawn from the interviews conducted by volunteers of the Global Leadership League, a women-founded professional development organization advancing feminine leadership traits and skills, knowledge, and community. These Limelight series of interviews were analyzed to shed light on how women from different countries and career levels were able to launch and advance in their careers and grow as leaders in international education. The key learnings from their stories can support career development in other professions as well.

Research on the Promotion of High-quality Education System for Overseas Students in China — How to "Break Through the Tight Encirclement" in the Post-epidemic Era

This paper focuses on the current situation and prospects of the development of international students' education in China in the post-epidemic era. The development trend of international students' education in China in the post-epidemic era is the main research content to promote the process of high-quality education system for international students, and it is also a common and urgent problem in the global international education field. Taking universities in China as an example, this paper aims to explore the development status of international students' education, and how to "break through the tight encirclement" under the background of international environment, realize the promotion of high-quality education system for international students in China, and cultivate more outstanding international students.

Assessing transformative learning in international education: Critiques and new directions based on a systematic review of literature

AbstractUsing a bibliographic approach that employs a systematic literature review, this paper analyzes the state of the field for assessing transformative learning (TL). Assessing TL has always been challenging. Using the field of international education (IE) as a case study, this article leverages findings from the assessment of TL in IE to illustrate overall strengths and limitations of TL assessment instruments and techniques within the larger arc of TL theory. The field of IE exemplifies the challenges of TL assessment generally. This article reinforces distinctions between TL and “good learning,” recommends better alignment between scholarship and the needs of institutional administrators, considers current uses and limitations of instruments grounded in cognitive approaches, and concludes with new directions possible through the inclusion of extra‐rational perspectives in the assessment of TL.

Inside the bubble: English as an additional language policy in British international schools

ABSTRACT Responding to the observation that there has been limited policy research in the field of international education (Hayden and Thompson 2008; Lehman 2018), the current article presents a theoretically grounded discussion regarding how British policy actors in Council of International School (CIS)-accredited British international schools may be constrained by the dominant English as an Additional Language (EAL) discourse in England and also serves to highlight why such constraints could be problematic. A modified version of Schwab’s (1973) commonplace framework provides the conceptual framework. It is argued that there are four key factors which influence the ability of policy actors in these schools to reduce the degree to which they are constrained by their home countries dominant EAL discourse. These factors include the extent to which: differences in school contexts are recognised; alternative approaches to EAL provision are considered; senior leadership buy-in is acquired; and, policy entrepreneurs are cultivated.

China’s Confucius Institute and its European counterparts in Africa: A six-dimensional comparative study

In the field of international education and development, International Language and Culture Promotion Organisations (ILCPOs) have played an important part for more than a century. More than 40 countries and regions have set up such organisations. Despite the diversity of these ILCPOs, few comparative studies have been conducted to examine their operations and impacts. In contrast to the existing literature that usually evaluates the role of these organisations from the perspectives of cultural diplomacy, public diplomacy and soft power, this research proposes a ‘smart power’ analytical framework and compares China’s Confucius Institute with its European counterparts – France’s Alliance Française, the UK’s British Council and Germany’s Goethe-Institut – in Africa from six critical dimensions: relationship with parent countries; operational mode; accessibility to local people; scope of activities; main internal issues; and local people’s needs, in an attempt to evaluate their operations and performance.

Research Status, Hotspots, and Evolutionary Trends of Global Digital Education via Knowledge Graph Analysis

With the rapid development of emerging technologies such as big data, artificial intelligence, and blockchain and their wide application in education, digital education has received widespread attention in the international education field. The outbreak of COVID-19 in December 2019 further catalyzed the digitalization process in various industries, including education, and forced the education system to carry out digital reform and innovation. Digital education transformation has become a new hotspot of great interest in countries around the world and a major direction for education reform practices. Therefore, to better understand the status of global digital education research, this study uses CiteSpace (6.1.R2) visual analysis software to visualize and quantitatively analyze the literature on digital education research in the social science citation index (SSCI). First, the basic information of digital education was analyzed in terms of annual publication volume, authors, countries, and research institutions. Secondly, the main fields, basic contents, and research hotspots of digital education research were analyzed by keyword co-occurrence analysis mapping and keyword time zone mapping. Finally, the research frontiers and development trends of digital education between 2000 and 6 September 2022 were analyzed by cocitation clustering and citations. The results show that, based on the changes in annual publication volume, we can divide the development pulse of the digital education research field into three stages: the budding stage (2000–2006), the slow development stage (2007–2017), and the rapid development stage (6 September 2018–2022); there are 26 core authors in this field of research, among which Selwyn N has the highest number of publications; the USA, England, Spain, Australia, and Germany have the highest number of publications; Open Univ is the institution with the most publications; digital education’s research hotspots are mainly focused on interdisciplinary field practice research and adaptive education research based on big data support. The research frontiers are mainly related to five areas: interdisciplinary development, educational equity, digital education practice, digital education evaluation, and digital education governance. This paper systematically analyzes the latest developments in global digital education research, and objectively predicts that human–computer interdisciplinary teaching models and smart education may become a future development trend of digital education. The findings of this study are useful to readers for understanding the full picture of digital education research so that researchers can conduct more in-depth and targeted research to promote better development of digital education.

Challenges of Educational Migration at the Present Stage

According to the Federal Project «Russia is an attractive country for studying and working», by 2030 the number of foreign students should increase by 1.5 times compared to 2021. In recent years, higher education educational institutions of higher education have made significant progress in attracting foreign students on average, their annual growth in the number of foreign students in Russian universities in during the last previous three years has beenbeing about 6 % per year. The attraction ofAttracting foreign students in recent years has been associated with serious challenges: the pandemic and quarantine restrictions (2020–2021), the forced transition of universities to distance learning (2020– 2022), the transformation of the geopolitical situation, the allocation of the category of unfriendly countries, the rejection of the Bologna format of the organization of the educational process organization. These factors have also left their mark oninfluenced the admission campaign of the 2022–2023 academic year. The authors of the articlethis paper aim to at identifying the key problems of internationalization of education internationalization in modern conditions. We propose fundamentally new managerial and legal solutions for the development of educational migration developmentat a qualitatively new level. The empirical basis of the study was a university international services employees’ survey of employees of international services ofpoll universities and the official statistics of international and Russian organizations. The main research methods are formal legal and comparative legal. The article may be useful tomight be of use for the employees of educational authorities, uni versity management, employees and of university international services of educational institutions of higher education, for university managers, and for international education experts in the field of international education.