A Study on Technology Use for Sustainable Graduate Education Internationalization at Home: Chinese Teachers’ Experiences and Perspectives

Abstract

Diverse innovative strategies for achieving sustainable internationalization have emerged as a consequence of the continuing development of education and technology. Several academic institutions in China have made the pursuit of international recognition a central policy objective in an effort to achieve global prominence in the coming decades. This study aimed to explore the use of technology in promoting the sustainable internationalization of graduate education in China using teachers’ experiences and perspectives. In this regard, an assessment was conducted of the teachers’ experiences and perspectives on the aspects involved in the use of technology-based education for sustainable internationalization as well as the effect of these aspects on the internationalization of graduate education. The sample consisted of 806 teachers from different universities in China. A questionnaire was used to collect the data. The data analysis was carried out using SPSS 22, JASP and SmartPLS 4. The results showed that Chinese teachers had satisfactory experiences regarding the use of technology in internationalizing graduate education. Furthermore, teachers were highly satisfied with using technology to support collaborative online international learning, research cooperation, intercultural competence development and virtual mobility. The results also revealed that teachers were less likely to be satisfied with using technology to support open exchange programs and the internationalization of the curriculum. In addition, the results demonstrated that collaborative online international learning, research cooperation and intercultural competence development had a direct effect on the internationalization of graduate education. Based on the findings, it was concluded that the situation regarding graduate education in China is acceptable, while at the same time, support and more effort from the government and teachers are required.

A study on the effect of school culture on teachers’ commitment to curriculum implementation: The mediating role of self-efficacy and job satisfaction

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Teachers’ Acceptance of Online Teaching and Emotional Labor in the EFL Context

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