Exploring Methods of the Sustainable Development for Safety Engineering International Course

Abstract

To improve the effectiveness of the international course for safety engineering at China University of Mining & Technology (Beijing) (CUMTB), we explored sustainable development methods, co-occurrence analysis, statistical analysis, and questionnaire survey methods in a discussion of the international course’s current state and problems. First, the international course’s research topics and trends were analyzed. Second, other Chinese universities with international courses in safety engineering were counted. Finally, the international courses in safety engineering at CUMTB were analyzed from three aspects: teachers, teaching content, and course effect. The results show that there is a developing trend in international course research focusing on specific disciplines. For the safety engineering international course at CUMTB, foreign university teachers are the first choice for course instruction; however, the language barrier is a primary problem. In terms of teaching content, students are more interested in their intended employment fields and lack an understanding of various research fields. The course meets the students’ expectations but can still be improved. According to the results, we conclude that bilingual teaching by ethnic Chinese university teachers leads to more efficient knowledge acquisition. A guidance course and a survey of students’ employment intentions should be added before the course. Through these measures, the international course’s effectiveness and quality can be improved to better realize sustainable development.

Bibliometric Analysis on the Influencing Factors of International Courses’ Effectiveness from the Perspective of Sustainable Development Education

“…The authors analyzed the research topics and development trends in international courses, and analyzed the international course from three aspects: teachers, lesson content, and course effectiveness [7]. It was concluded that students can have more efficient learning by adding appropriate instruction from Chinese teachers before class, and the influence of teachers and course contents on course effectiveness were proposed.…”

“…It was concluded that students can have more efficient learning by adding appropriate instruction from Chinese teachers before class, and the influence of teachers and course contents on course effectiveness were proposed. The purpose of this paper is to further explore the factors that influence the effectiveness of international courses on the basis of reference [7]. It contributes both to the study of international course sustainability and the factors influencing course effectiveness.…”