Ideological and Political Education (IPE) in higher education is a key course for fulfilling the fundamental task of moral education. Using individual-level data from the 2020 China Family Panel Studies (CFPS), this study employs a binary logit model to examine the effects of IPE on individuals' subjective career success (SCS), including intrinsic and extrinsic dimensions. The results show that IPE significantly shapes both dimensions of SCS, while the influence on extrinsic success is comparatively weaker. Building on the benchmark regression, this study further explores the role of higher education reform and variations in IPE systems across institutions, and conducts heterogeneity analyses based on Party membership, Internet participation, marital status, and family size. The findings indicate that the effectiveness of IPE is sensitive to heterogeneous factors, particularly family-related conditions. Overall, IPE exerts a stronger influence on intrinsic career success, and theoretically oriented IPE approaches are more effective in fostering intrinsic success.
This study explores how Chinese international students' learning beliefs evolve during their first academic year in Malaysia's culturally diverse classrooms. As part of a broader research project, it addresses the central question: How do learning beliefs develop over time in culturally diverse settings? Twelve first-year Chinese students, studying abroad for the first time, participated in semi-structured interviews, focus groups, and participant observations. A two-stage thematic analysis revealed four key themes: (1) learning shock and expectation gaps, (2) experimentation with new learning ways, (3) integration of new learning ways, and (4) becoming intercultural learners. These themes form the basis of a learning-belief evolution model, grounded in an integrated framework of Vygotsky's sociocultural theory and Mezirow's transformative learning theory. The model illustrates how students integrate familiar and new learning ways through the dual processes of social interaction and critical reflection, shaped by cognitive reflection, emotional challenges, and cultural interaction. The findings offer practical, culturally grounded insights for educators and institutions seeking to better support international students' learning experiences.
This paper adapts Kuan-Hsing Chen's Asia as Method to the Korean context to examine its potential for advancing social and epistemic justice in higher education. Drawing on two decades of teaching and research within English-medium instruction (EMI) in Korea, I employ a narrative autoethnographic approach to explore how decolonial thinking informs theory, pedagogy, and institutional practice. Through critical reflection, I analyze how longterm migration and academic engagement have reshaped my ontological and epistemological orientations, fostering decolonial moves in education. The findings reveal that sustained engagement in Korean EMI contexts can catalyze profound shifts in knowledge and practice, challenging Western epistemic dominance. By enacting Asia as Method within a Korean academic setting, this study offers a practical framework for international scholars to engage local intellectual traditions and reimagine EMI as a site of epistemic plurality, social justice, and transformative educational practice across Asia.
The rapidly growing number of Nepali students in Japan represents a significant yet under-researched student population in international education research. This paper investigates Nepali students` motivations for educational mobility and experiences in Japanese on semi-structured interview narratives with eight Nepali students, this study argues that their mobility signifies a new trend and greater accessibility in educational mobility, primarily driven by non-academic aspirations. The findings suggest that the motivations behind Nepali students` mobility essentially lie in the inherent dream of upward social mobility and are strongly influenced by emerging mobility infrastructures. This study aims to enrich the current scholarship on marginal student mobility by shedding light on the mobility motivation of Japan's rapidly growing Nepali student population.
This study examines the communication preferences of Chinese undergraduates in an international university program in China, focusing on the role of language, culture, and communication tools in interactions with foreign staff. Based on semi-structured interviews with 14 students, the research investigates three main questions: how students prefer to communicate with foreign staff (either face-to-face or digitally), perceived differences between the communication style of local and foreign staff, and strategies students use to overcome linguistic barriers. Findings indicate a clear preference for face-to-face communication, valued for its potential to enhance language skills, build rapport, and make use of non-verbal cues. Despite this preference, digital communication is still widely used due to its convenience and embedded translation features, which help bridge language gaps. Students reported differences in communication style between foreign and local staff, with foreign teachers generally perceived as more informal and approachable. The study underscores the importance of culturally sensitive communication and offers recommendations for enhancing studentstaff interactions, such as encouraging foreign staff to familiarize themselves with Chinese educational norms and using digital tools to support communication. This research provides valuable insights for improving communication strategies in international educational settings.
This article describes the development of a Confucian heritage culture (CHC) scale, where a conceptual definition of CHC emerged from interdisciplinary perspectives. The scale dimensions adopted interdisciplinary perspectives from history, psychology, political science, and science education. The validity and reliability of the scale were determined. Statistical analysis, conducted through Exploratory Factor Analysis (EFA), suggested a four-factor CHC dimension in a sample of 430 Chinese pre-university chemistry students. The four-factor dimensions were (1) being principled, (2) dependence on the teacher, (3) harmony, and (4) education. The proposed dimensions were then confirmed using Partial Least Squares Structural Equation Modelling (PLS-SEM) with an additional sample of 441 students. The findings were also supported by prior qualitative research, which showed that CHC was associated with being principled, dependence on the teacher, harmony, and education. Based upon confirmed dimensions, the emergent CHC was conceptually defined. The implications for educational policy and practice are discussed.
Internationalization at Home (IaH) has garnered widespread adoption and extensive scrutiny globally. To deepen the understanding of cross-cultural dynamics and operational principles, this study delves into the current status of IaH in China. Drawing from 35 case studies, the research confirms some cross-cultural elements of IaH while uncovering new insights. These include diversifying internal motivations, a promotion strategy that prioritizes the integration of high-quality foreign resources, and the internationalization of the curriculum (IoC) with local features. Since China's IaH is still in its nascent stage and some misconceptions persist, it is not immune to certain inherent limitations, such as the oversight of the original goal of nurturing global citizenship, path dependence on learning from Western countries, and the limited benefit coverage due to the fragmented approach of IoC. However, such shortcomings are not unique to China but are also prevalent in other contexts. Considering IaH as an aspirational goal or a guiding philosophy rather than a static state might be more appropriate. Additionally, China's emphasis on leveraging the strengths of developed countries maysuggest a practical IaH pattern for developing countries. When exploring the principles of IaH, it is necessary to fully consider the disparities in developmental paths caused by different levels of higher education development.
This article describes the qualitative phase of a larger intervention study, where pupils with learning disabilities (nine dyslexic pupils) were engaged in a pedagogically blended 'Reread-Adapt and Answer-Comprehend' (RAAC) and Theatre Art activities to enhance Higher Order Thinking Skills (HOTs) in reading comprehension. Data from pupils' answers in the reading comprehension passages, interviews with the Special Education Needs (SEN) teacher and observations were collected. Qualitative analysis based upon pre-determined categories of learning strategies from literature revealed pupils' application of HOTs in reading comprehension. Drawing from this study, the importance of addressing HOTs in reading comprehension among mainstream and SEN pupils and other implications for inclusive classrooms are discussed.
This study examines the patterns of relationships in North-South higher education partnerships, emphasizing the experiences and perspectives of the Southern partner. Employing a comparative case study design, the research explores two cases of partnerships between universities in Ethiopia and Norway, involving interviews with 40 participants as well as a review of relevant documents. The analysis maps out how the partnerships are formed and functioning, comparing the two cases in terms of the positioning and agency of the Southern partners. The findings indicate that North-South higher education partnerships are shaped not only by structural factors but also by context-specific elements embedded in the local environments. These context-embedded factors are found to be crucial for challenging the problematic consequences of inherent asymmetries in the partnerships and, thus, for paving the way for more mutual collaborations.
This study investigates Taiwanese English as a Foreign Language (EFL) learners' use of strategies in developing job interview skills in English. The participants were 40 EFL learners majoring in English at a private university in Taiwan. The study was part of a four-week job interview training program, during which they prepared for a mock interview test. The students learned about the job interview process, expressions, and related language use, and practiced with their peers inside and outside the class. Throughout the training, they submitted weekly diary entries describing how they developed their job interview skills. Thematic analysis of these entries revealed various learning strategies and their applications. These included cognitive strategies, such as practicing and structuring output; metacognitive strategies, which involved arranging extra time to practice, planning the interview task by doing research on the Internet, and monitoring and evaluating their learning process; and social strategies, where students exchanged feedback collaboratively.
International student mobility is a complex phenomenon influenced by numerous factors. This study examines the prospect of China as a destination country for international students in the post-COVID-19 era. With qualitative data from 30 frontline international educators (support staff in international student recruitment and services) from 30 Chinese universities, this study has determined a set of "pull" factors that serve to attract international students to study in China and a set of "repel" factors that discourage students from going. On the basis of both the "pull" and "repel" factors identified, the participants anticipate important challenges for China's international enrollment in the short term, but stay optimistic about the long-term prospect. The "pull and repel" factors analysis is found to be a useful approach to examining the attractiveness of a host country to international students in a focused manner.
