Adapting Practice in Chinese Transnational Education. Insights From Faculty and Learners.

Autor/in	Taylor, Jeremy
Titel	Adapting Practice in Chinese Transnational Education. Insights From Faculty and Learners.
Quelle	In: Higher education quarterly, 80 (2026) 1, 14 S.Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0263-9769; 0951-5224; 1468-2273
DOI	10.1111/hequ.70086
Schlagwörter	Künstliche Intelligenz; Lehre; Studium; Wissenschaft; Hochschule; Student; Ausland; China
Abstract	Educators working in Chinese transnational education programmes are faced with competing institutional stressors. Being successful in such learning environments requires more than subject matter expertise. Educators are being asked to reconsider how classes are being taught and to build stronger connections with learners. This article incorporates insights from two Chinese transnational education programmes, one in Chengdu and the other in Dalian, to examine how faculty are managing these challenges. Although faculty perspectives are important to the article's framing, the analysis is meaningfully informed by learner insights, which are used to interpret classroom experiences and support practice-based reflections. Educators reflect on the challenges of working with imported curricula, whereas learners share their experiences of having to adjust to unfamiliar educational settings. Classroom observations and interviews show how teaching approaches influence learner participation, suggesting a need for culturally responsive pedagogy and curriculum localisation. The article contributes to institutional strategies in Chinese transnational education. (HRK / Abstract übernommen).
Erfasst von	Hochschulrektorenkonferenz, Bonn
Update	2026/4