Challenges Facing International Students in the China: Pedagogical Considerations in Higher Education

Abstract

International students are important source of diversity on Chinese university campuses. Non-Native Chinese speaker international students attending college and universities in the China often encounter difficulties in adjusting to their new environment. In addition, most students their instruction language is Chinese often struggle with academic language while learning the content and conceptual structure of various graduate level disciplines. This study identified challenges experienced by Non native Chinese speaker students at a top ranking university in the Inner Mongolia province located in the north of country. This study used an interpretive phenomenological method. Qualitative data were collected from in-depth focus groups interviews and survey. The finding of this study informed about unique challenges forced by the international students. This phenomenological study identified, how Chinese culture influence on the international students [Mongolian, Russian, Pakistani Kazakhstani, Kyrgyzstani and Tajikistani and afriacan], enrolled in the Chinese university and challenges facing during the study. Research question guided this study. What culture factors impact [Mongolian, Russian, Pakistani Kazakhstani, Kyrgyzstani and Tajikistani and African] international students? A pedagogical framework and recommendations needs for professional practice address the culture and academic needs of this particular student population in higher education that can be created to improve international students’ transition and success.

Keywords: culture challenges, international students, higher education in China,