Despite the increasing attention in Chinese-Foreign Cooperative Education (CFCE), examination on how student evaluate their learning experience remained underexplored, leading to incompleteness in understanding students’ interaction and self-perception under cooperative education settings. Hence, this research focuses on students’ learning experiences in Chinese-Foreign cooperative program. Through semistructured interview and thematic analysis, international and diverse environments, transformational dual identities, professionalism, and development have captured the edification of external stimuli to an individual's professional and personal development. Overall, the findings of this research provide insights that are important for academic researchers, education practitioners, and policy-makers in CFCE sustainable development.
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