Curriculum internationalization (IoC) is widely promoted in Chinese-Foreign Cooperation in Running Schools (CFCRS) to strengthen global competencies and institutional competitiveness. Despite strong policy support, faculty engagement in IoC remains uneven, and little is known about the specific cultural, personal, and institutional factors shaping participation. This study surveyed 442 faculty across 14 CFCRS-host universities to examine faculty commitment and identify key blockers to engagement. Results showed moderately high commitment to IoC, yet engagement was constrained by disciplinary mindset limitations, perceptions of educational marketization, limited support for international industry experience, underrecognized workload allocation and limited international exposure. Multiple regression analysis confirmed that these blockers had a stronger influence on engagement than faculty perceptions. By highlighting these context-specific obstacles and their impact, the study offers actionable insights for policymakers and academic leaders to enhance faculty participation and advance sustainable IoC practices in CFCRS-host universities, supporting long-term curriculum internationalization goals.
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