International Journal of Chinese Education

Engaging students as partners (SaP) in teaching and learning is a growing arena of practice that shapes the mutually beneficial student-teacher relationship. Redefining student-teacher identities in pedagogical practice is one of the key implications of SaP. In the past decade, Chinese higher education institutions have paid increasing attention to student-centred pedagogies. Understanding and investigating new interpretations of student-teacher identities underpins the shift toward such pedagogical practices. In this theoretical discussion paper, based on the recent trends associated with Chinese higher education reform efforts revealed by large-scale and systematic survey results, we interrogate the concept of Chinese student-teacher identities as a learning partnership by drawing on the theorisations of SaP. Our intention is to contribute to the ongoing process of identity transformation within Chinese higher education. By calling for adapting SaP to the unique Chinese educational and cultural features, we provide a future vision for the cultivation of the teacher-student relationship.

As an important emerging economy, Mexico is significant to China for promoting world multipolarisation as well as an important partner in jointly building a community of shared future for mankind. Educational exchanges and co-operation are an indispensable part of friendly transactions between China and Mexico. Both countries have made many advancements in the fields of personnel turnover, the establishment of overseas co-operation centres, language promotion, and vocational and technical training. Both China and Mexico regard the other as an important education partner. In future co-operation, the two countries should continue to promote vocational education, improve the degree system, and pay attention to hidden safety issues.

A considerable number of Chinese postgraduate students with strong academic and professional competences choose to stay abroad, despite the Chinese government’s success in attracting many overseas students. The paper explores the main considerations of these highly qualified non-returnees in choice-making between staying in the host country and returning home after graduation. The paper uses the Push-Pull framework to analyze online interview data with 12 participants. A hybrid “opportunity-constraint” heuristic has been extracted, and three types of Chinese overseas postgraduate students’ identities as stayers, nomads, and future returnees have been displayed. They emphasized career and individual development spaces, including access to different career choices, professional development, favorable social environment and lifestyle, and cultural recognition. This paper outlines the connection of Chinese students’ identity changes through international learning and decision making, provides insights for further analysis of the “brain drain,” “brain gain,” and “brain circulation.”

International empirical research shows international students experience varying degrees of complex and challenging transitional issues in their host country. Chinese international students (CISs) in particular often find themselves in vulnerable circumstances due to the significant disparities between the Chinese and Australian culture. This exploratory inquiry investigates the interconnections between international students’ post-migration growth, attitudes towards learning with a special focus on CISs’ experience. Results from this exploratory inquiry shed some new light on the direction of future research about foundation education programmes and international students.

This study explores the relationship between studying abroad, social capital, and Sino-Swiss scientific research cooperation. Evidence from in-depth interviews involving 16 Chinese doctoral students, postdoctoral researchers, and visiting doctoral students in Switzerland informs the findings and conclusions drawn from this study. Social capital plays a vital role in the establishment of scientific research relations between China and Switzerland, especially in the initial stages of cooperation. Specifically, Chinese scholars use strong and weak ties to obtain information about studying in Switzerland. Findings show that in the initial stage of cooperative relationship establishment, structural holes play an essential role, and the relationship between trust and international research collaboration is differentiated between three types of academic mobility. Under the trend of antiglobalization, international scientific research cooperation is facing new challenges. How to build a trust relationship to maintain effective international cooperation deserves further research.