International Students In China Research Articles

The impact of diversity experiences and innovative learning environments on the personal development of international students studying in China

AbstractIn recent decades, the number of international students in China has significantly increased. This swift growth of international students has raised concerns about the capacity of Chinese universities to meet international students' academic expectations. Since the quality of higher education is frequently measured by student learning experiences, this article explores the experiences of international students in China. It examines the relationship among diversity experiences, innovative learning environments and personal development, specifically focusing on the mediating role of cultural adoption among international students. The data collected from 304 international students from various countries studying in Shaanxi, China, through an adapted survey and structural equation modelling (SEM) were applied for analyses. This study highlights the importance of cultural adoption in the context of international education and its influence on personal development. It establishes a strong relationship among diversity experiences, innovative learning environments, cultural adoption and personal development of students. The study findings provide valuable understanding for individuals and organizations in higher education on effectively promoting cultural acceptance and enriching the development of global students.

ON THE ISSUE OF INTERCULTURAL ADAPTATION OF FOREIGN STUDENTS COMING TO CHINA UNDER THE “ONE BELT, ONE ROAD” INITIATIVE

In recent years, the number of foreign students from Belt and Road countries has increased further. The cultural adaptation problems caused by living in a foreign culture will have an impact on their psychology. Therefore, for international students in China, cross-cultural adaptation is the first challenge they have to face after studying and living in China. This article takes the intercultural adaptation of Chinese international students as a starting point, analyzes the dilemmas and problems they face, and proposes strategies to improve the intercultural adaptation ability of international students from the perspective of strengthening cultural contacts, promoting exchanges between Chinese and international students, and also increasing psychological adaptability.

Data Mining-driven Multiple Regression Analysis of Cultural Identity in International Students’ Perceptions of Chinese Culture

A multiple regression fitting analysis was conducted to investigate the level of cultural identification of 222 international students studying in China with respect to Chinese culture. The dependent variables are the Chinese Culture Integration Will (CCIW) and the Chinese Culture Integration Degree (CCID). A number of independent variables are taken into account, including gender, age, and religion. A cost-benefit approach is employed, with management convergence (MC) on the cost side, and the intention to work in China (IWC) on the benefit side. Based on data mining and regression model fitting, we use the software program of SPSS to compute the KMO of the questionnaire data, make factor analysis, and then utilize the econometrics software package to make stepwise ordinary least squares estimation. The results indicate that active involvement in school cultural clubs, as well as aspirations for employment within China, significantly influence students’ willingness to comprehend Chinese culture. In contrast, personal characteristics such as gender, age, and nationality appear to have a negligible impact. In order to significantly strengthen students’ cultural identities, they need to become proficient in Chinese language, interact more frequently with Chinese peers, participate in cultural activities at school, and develop effective assimilation strategies. The desire to work in China does not significantly contribute to the integration of cultures. It should be noted that the quality of instruction in courses related to Chinese culture as well as participation in extracurricular activities off-campus do not significantly enhance the level of cultural identification among students. By analyzing big data on international students in China, it is possible to gain insight into international student education and Sino-foreign exchanges.

Integrating Chinese Culture Into Language Curriculum: Teaching Chinese Culture to International Students in China

Integrating Chinese Culture Into Language Curriculum: Teaching Chinese Culture to International Students in China

Commercial higher education strategies for recruiting international students in China: a catalyst or obstacle for sustainable education and learning?

In this modern era of commercialized higher education, learning and qualifications have become the essential commodities that drive nations’ economic progress. Free market principles related to consumerism appear to dictate and shape the operational framework of higher education. While a market-driven strategy may yield benefits in promoting the internationalization of higher education, it could potentially come at the expense of sustainable development of universities and proper learning. Employing a qualitative method, this study explores whether the commercialized nature and marketing of internationalized higher education contributes to or hinders its viability. It does this by comparing the practices between a Double First-Class university and a non-Double First-Class university. Findings underscore the need for more attention to be paid to creating a sustainable higher education system. Colleges and universities should strategically rebrand themselves by innovating their management and teaching systems to foster more competent international human resources, leading to sustainable universities and better prepared international students.

Graduate employability and international education: an exploration of foreign students’ experiences in China

ABSTRACT Despite the increasing research attention on international graduates’ employability and vocational development, most studies have focused on their employability in developed countries; little is known about their employability in developing countries such as China. In this qualitative study, 15 international graduates from two Chinese universities voluntarily participated in in-depth interviews to share their insights about how they negotiated employability in China. The study employed Bourdieu’s cultural theory, Tomlinson’s graduate capital model, and Pham’s employability agency framework as complementary conceptual frameworks. The findings revealed that international graduates in China strategically developed various capital (e.g., human, social, identity, cultural, psychological, identity, and agentic) to navigate the Chinese labour market. To some extent, the role of these capitals in the Chinese context was distinct. This study suggests that different stakeholders should collaboratively support international students in China to develop and utilise various employability capital during and after their study programme.

Exploring the Current Situation and Path of Education Management for International Students in China Majoring in Arts

With the development of national higher education, international student education in China has gradually entered the stage of improving quality and efficiency. The students majoring in arts are a small part of the whole international student education market, although there are many researches and achievements on the education management of international students in China, there is very little attention and research on the management of international students majoring in arts. This paper shows that the number of students is less, their Chinese language ability is weak, but because of the characteristics of their professional study, this group of students has strong practical and cultural communication abilities. Based on this, the paper hopes to find some ways for the current problems in the education and management of international students majoring in arts in China by searching for policy support from the government, making clear the school orientation precisely, strengthening the construction of internal management system in schools, and creating a professional and vocational international student education and management team.

Social identity development in transnational marriages of international students in China

In recent years, the increasing trend of transnational marriages between international students in China and Chinese nationals has provided unique insights into Chinese society. This paper explores how these unions contribute to the development of social identities. Data was collected through participant observation and in-depth interviews with 15 heterosexual couples. Analysis of the findings supported the idea that these marriages foster a deeper understanding of the couples’ identities and those of their partners by expanding social networks. Identity construction in such unions increases tolerance, mutual understanding, and more flexible family relationships. This exchange of cultures also results in greater familiarity with cultural assumptions and enhanced acceptance of mutual influence, leading to positive adjustments within the host society.

Satisfaction with Online Chinese Learning among International Students in China: A Study Based on the fsQCA Method

The outbreak of the COVID-19 pandemic compelled Chinese international education to swiftly move online. Conducted in late 2021, this survey study collected self-reported data on online learning environments, student engagement, Chinese as a foreign language (CFL) learning achievement, and student satisfaction among 440 international students in Chinese higher education institutions. Based on the configuration perspective, fuzzy set qualitative comparative analysis (fsQCA) was used to explore the multiple concurrent paths of the online learning environment (the accessibility of online learning resources, student interaction, teacher support, course organization), student engagement, and learning achievement affecting international students’ online CFL learning satisfaction. The results indicate that satisfactory teacher support combined with student engagement was an important path leading to international students’ satisfaction with online CFL learning. Meanwhile, the inadequate accessibility of online learning resources combined with the absence of learning achievement was likely to trigger international students’ dissatisfaction with online CFL learning.

A STUDY ON SATISFACTION OF INTERNATIONAL STUDENTS IN CHINA

Currently, China has become one of the countries with the largest increase in the number of international students in the world, but the current evaluation of the quality of higher education in China does not focus on the satisfaction of international students in China. Therefore, this study examines the quality of education in China from the perspective of international students. The current situation provides ideas for university development to improve the quality of education for studying abroad in China. Based on the research on student satisfaction and the actual experience of managing international students, the theoretical aspects of international student satisfaction in China were constructed according to five indicators: hardware, teacher qualifications, application achievements, management services, and learning outcomes, and the International Students Program in China was developed accordingly. The satisfaction scale is used to conduct surveys and collect data, and to find out the status quo of international students’ satisfaction in China and its influencing factors. Through descriptive statistics and analysis of variance, the study suggests that the current international students in China are highly satisfied with Chinese education and scholarship, and that the level of knowledge of the Chinese language could significantly affect the satisfaction of international students in China.

Discussion on Cultural Integration and Educational Services for International Students from the Perspective of Situational Communication

From the perspective of situational communication, this paper aims to explore how to promote cultural integration and provide better educational services for international students in China. This paper first analyzes the basic assumptions and key factors of situational communication based on international students in China. Secondly, the relationship between situational communication and cultural integration and educational services for international students in China is discussed in depth. Additionally, the role of situational communication in educational services for international students in China, such as promoting cross-cultural communication, solving language barriers, and enhancing mutual understanding, is proposed. Lastly, from the perspective of situational communication, an optimization path of educational services and cultural integration for international students in China is proposed, including the provision of diversified educational resources, the enhancement of cross-cultural communication, and the establishment of an effective communication mechanism. This study expands the perspective of educational services for international students in China, provides a new theoretical framework and practical path, and offers a reference for promoting cultural integration and improving educational services for international students in China.

Research on Cross-Cultural Adaptation of International Students from Countries along the Belt and Road Initiative Route

With the implementation of the Belt and Road (B&R) Initiative, China has deepened economic and cultural exchanges and dialogue with the countries along the Belt and Road Initiative route, which has a direct influence on a significant increase in the number of international students in China. Thus, it has become an urgent need for colleges and universities in China to solve the problem of cultivating international students. The huge difference in cultural background, ideology and language between Chinese students and international students, and even among the international students is an important obstacle to the education of international students. In this paper, 160 international students from countries along the Belt and Road Initiative (BRI) route admitted by a Chinese university are selected as the objects to explore the cross-cultural adaptation difficulty confronted by international students. Additionally, this paper aims to put forward several measures in a bid to continuously improve the cross-cultural adaptation of international students and thus promote our economic and cultural exchanges with foreign countries. The B&R Initiative is a kind of global view that China puts forward beyond national and ideological barriers to conform to the historical development trend of human society. It is the inevitable by-product of economic globalization. With the deepening of the B&R initiative, China has deepened its economic and cultural exchanges with the countries along the Belt and Road initiative route, which has led to a significant increase in the number of international students in China. The Annual Report on the Development of Chinese Students Studying Abroad (2017) showed that among the top 15 countries from which international students in China came, most countries were those along the BRI route, among which Thailand, India, Pakistan, Laos, etc., showed a significant increase in the number of overseas students studying in China. This indicates the Initiative’s big role in promoting China's educational cooperation with the countries along the BRI route. However, different language systems, education systems, talent cultivation systems and other barriers have caused an obvious cross-cultural adaptation of international students in China. To this end, this paper aims at promoting international students to better adapt to China's education mode, by exploring the cross-cultural adaptation of international students from countries along the BRI route.

Knowledge Graph of Education for International Students in China over the Past Decade —An Analysis Based on VOSviewer (2013~2023)

Knowledge Graph of Education for International Students in China over the Past Decade —An Analysis Based on VOSviewer (2013~2023)

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.

Systematic exploring domestic waste sorting behavior and influence mechanism of international students in China: based on the PKIC analysis framework

Systematic exploring domestic waste sorting behavior and influence mechanism of international students in China: based on the PKIC analysis framework

Comprehending of the 2018-2020 New Chinese Vocabulary among International Students in China

Learning new Chinese vocabulary beyond the HSK (Global Chinese Proficiency Examination) vocabulary syllabus will improve Chinese communication ability for international students in China. This study addresses the vocabulary learning problems including insufficient systematic understanding of vocabulary features, lack of in-depth learning methods and the lack of contextual application. This study investigates the respondents’ level of comprehending the 2018-2020 New Chinese Vocabulary, and explores their learning problems, as well as proposes suitable vocabulary learning strategies for them. The samples included 30 international students from Yangzhou University, Guangxi Normal University and Bohai University in China. The results from the online questionnaire indicate that the students' comprehension of these new vocabulary has improved in the context-provided assessment. In terms of problems, 90% of the respondents were unable to infer the meaning of new vocabulary based on existing knowledge. Besides, students with better understanding generally use context strategies and coding strategies more than other students. This study puts forward suggestions on the vocabulary learning strategies to help international students learn Chinese vocabulary better.

Acculturation and linguistic ideology in the context of global student mobility: a cross-cultural ethnography of anglophone international students in China

ABSTRACTThis cross-cultural ethnography explored the global student mobility patterns of international students from English-speaking countries in China and asked research questions about (a) their motivational factors and acculturation expectations before arrival; (b) linguistic factors influencing their acculturative stressors in the host group community’s culture and its academic, social, and public systems after arrival; and (c) their reflections on intergroup ideologies with the host community after graduation, based on looking ahead. This study collected data through fieldwork by observing and interacting with approximately 80 individuals from the United Kingdom, the United States, Canada, Australia, and New Zealand in university towns in East China during the academic years from 2012 to 2023. In turn, 17 individuals who graduated before 2021 were selected as the final sample to conduct in-depth interviews. The study placed the concepts of acculturation expectations and intergroup ideologies at the nexus of linguistic hegemony, symbolic power, and social space. The overarching findings showed that despite positive motivations to visit China, language barriers led participants to express confusion, culture shock, anxiety, and perceived discrimination in their academic, social, and public domains. However, some participants who remained in China after graduation expressed their authentic voices regarding changes in attitude toward the host community culture and their heritage language. Therefore, this study focused on a different dimension of acculturation and linguistic ideology by examining how a linguistically and culturally dominant cohort faced acculturative challenges and negotiated to cope with their stressors in power dynamics.

Research on the practice of teaching mode on the courses about Chinese national conditions and culture for international students in China

For international students in China, education on Chinese national conditions and culture is the main way to help them understand China and shape their positive perception of China and to strengthen China's international communication capacity and enhance the strategic task of national soft power. However, current courses on Chinese national conditions and culture for international students have been found several limitations, such as lack of ideological and political value guidance, being limited to classroom teaching and insufficient integration of the courses. Therefore, this article aims to build a "Four-in-One" teaching approach which can integrate online and offline education to coordinate dynamic and static education, and incorporate theory and practice teaching to combine in-class and out-of-class teaching. Therefore, it's hoped that this will help achieve the goal of talent training for international students in China and improve the quality of international education. Concurrently, it will improve our ability to engage in international communication so as to tell China's stories well, make the voice of China heard, and present a true, multi-dimensional, and panoramic view of China to the world.

Healthy eating habits and a prudent dietary pattern improve Nanjing international students' health-related quality of life.

Low-quality dietary practices, such as fast food consumption and skipping meals, deteriorate the quality of life. However, the available studies on diet and health-related quality of life (HRQoL) used matrices not specific to nutrition. Moreover, how diet affects the HRQoL of international students in China is unknown. Therefore, using a cross-sectional study, the effect of dietary patterns and habits on the HRQoL of international students in Nanjing, China, was examined. The researchers collected dietary data using a food frequency questionnaire (FFQ) from February to March 2022. Then, the Food Benefit Assessment (FBA) was used to access HRQoL. Finally, the effect of eating habits and dietary patterns on HRQoL was explored using multilinear regression. Approximately 454 responses were obtained, with the responses mostly from male subjects (56.4%) and those aged 26 years and above (75.6%). The quality of life according to the food consumed was about average for all the constructs except for aesthetics and disease prevention, as 65.8% skipped meals, particularly breakfast (47.8%). Furthermore, three dietary patterns were identified: prudent, Western, and animal protein patterns. Consequently, by skipping breakfast, vitality (β = -2.362, p = 0.04), wellbeing (β = -3.592, p = 0.007), digestive comfort (β = -4.734, p = 0.008), and disease prevention (β = -5.071, p = 0.031) were all reduced. However, consuming at least three meals daily enhanced vitality (β = 2.254, p = 0.003) and disease prevention (β = 4.441, p = 0.019). Furthermore, aesthetics (β = 4.456, p = 0.05), physical appearance (β = 5.927, p = 0.003), and vitality (β = 3.323, p = 0.009) were also significantly increased by healthy dietary patterns. However, a more Westernized diet led to frequent snacking (β = -4.631, p = 0.032), a decline in wellbeing (β = -5.370, p < 0.001), and discomfort with digestion (β = -5.101, p = 0.01). Finally, increased frequency of snacking (β = -6.036, p = 0.012), a decrease in wellbeing (β = -4.494, p = 0.004), digestive comfort (β = -9.940, p < 0.001), physical appearance (β = -4.926, p = 0.027), and disease prevention (β = -5.835, p = 0.043) were all associated with an increase in animal protein patterns. This research indicates that healthy eating habits and patterns positively impact international students' HRQoL. Therefore, the appropriate authorities should advise students to consume healthy foods regularly to improve their HRQoL.

International students in China: regional distribution and macro-influencing factors

International students in China: regional distribution and macro-influencing factors