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ERIC Number: EJ1434491
Record Type: Journal
Publication Date: 2024-Sep
Pages: 21
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0141-8211
EISSN: EISSN-1465-3435
Available Date: N/A
The Impact of Diversity Experiences and Innovative Learning Environments on the Personal Development of International Students Studying in China
European Journal of Education, v59 n3 e12655 2024
In recent decades, the number of international students in China has significantly increased. This swift growth of international students has raised concerns about the capacity of Chinese universities to meet international students' academic expectations. Since the quality of higher education is frequently measured by student learning experiences, this article explores the experiences of international students in China. It examines the relationship among diversity experiences, innovative learning environments and personal development, specifically focusing on the mediating role of cultural adoption among international students. The data collected from 304 international students from various countries studying in Shaanxi, China, through an adapted survey and structural equation modelling (SEM) were applied for analyses. This study highlights the importance of cultural adoption in the context of international education and its influence on personal development. It establishes a strong relationship among diversity experiences, innovative learning environments, cultural adoption and personal development of students. The study findings provide valuable understanding for individuals and organizations in higher education on effectively promoting cultural acceptance and enriching the development of global students.
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www-wiley-com.bibliotheek.ehb.be/en-us
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China
Grant or Contract Numbers: N/A
Author Affiliations: N/A