Research on the Status Quo of Cross-Cultural Education in Chinese Colleges and Universities

Yang Zhi Xin; Zainudin Bin Mohd Isa

doi:10.56982/dream.v3i05.237

Authors

Yang Zhi Xin City University, Kuala Lumpur, Malaysia
Zainudin Bin Mohd Isa City University, Kuala Lumpur, Malaysia

DOI:

https://doi.org/10.56982/dream.v3i05.237

Keywords:

cross-cultural education, higher education, internationalization, China, global competence

Abstract

In an era marked by globalization, cross-cultural education has become a cornerstone of higher education, aiming to prepare students to thrive in a diverse global environment. This is particularly relevant for China, where higher education institutions are increasingly focusing on internationalization to enhance their global standing and student competencies. Despite the growing adoption of cross-cultural programs, there remains a gap in comprehensive research evaluating these programs’ effectiveness and challenges within the Chinese context. This study aims to evaluate the current status of cross-cultural education in Chinese universities, assess its effectiveness in enhancing students' cross-cultural competencies, identify challenges faced by students and educators, and examine the role of these programs in the broader internationalization of Chinese higher education. Employing a mixed-methods approach, the study gathered quantitative data through surveys administered to over 2,000 students and faculty from various universities across China. Qualitative data were collected via focus groups and open-ended survey responses to gain deeper insights into participants' experiences and perceptions. The research utilized statistical analyses to quantify the impact of cross-cultural education and thematic analysis to explore underlying themes in qualitative responses. The findings indicate that cross-cultural educational programs are widely implemented across Chinese higher education institutions and are generally effective in enhancing students’ cultural awareness and communication skills. However, the study also uncovered significant challenges, including inadequate support structures for international students, insufficient training for faculty on cross-cultural pedagogy, and a lack of access to these programs for students from less urbanized areas.

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