Mobius Work
The Challenge and Practice of Transformative Learning in Transactional Higher Education in China
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- The Challenge and Practice of Transformative Learning in Transactional Higher Education in China
- Zuletzt geändert
- 04/15/2026
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- Abstract
- This study explores the application of transformative learning (TL) theory in Sino-foreign transnational higher education (TNHE) programs in China, focusing on how TL fosters cognitive and behavioral shifts among students to prepare them for global careers. Through qualitative interviews with faculty, administrators, alumni, and forum discussions, the research examines three key dimensions: the role of English proficiency in critical reflection, the impact of curriculum design and pedagogy on TL experiences, and the manifestation of cultural differences within TNHE programs. Findings identify challenges including language barriers, curriculum localization tensions, and cross-cultural communication gaps, while proposing facilitative teaching methods, localized content integration, and comprehensive faculty training. The study contributes to TL theory by contextualizing its principles within China’s TNHE framework. It offers actionable recommendations for enhancing program design, intercultural pedagogy, and student readiness in a globalized workforce. [author supplied]
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Zhang_Nelly-Doctoral_Portfolio-SoE-2025.pdf | 2025-05-28 | Öffentlichkeit | Herunterladen |