Instructional strategies in multicultural classrooms in China: Experiences ‎and challenges of international graduate students ‎

Abstract

The number of international students is immensely increasing in China towards the internationalization of higher education. This tendency inspired the emergence of teaching in multicultural classrooms (MCs), which is challenged by the lack of innovative instructional strategies matching international students’ needs and preferences. This study reveals the experiences and challenges faced by doctoral and master’s students in China. The researchers used a qualitative case study where an in-depth interview with 12 international students was conducted. Besides, classroom observation of six doctoral and master courses was documented. The international students’ main challenges include: the university teachers use of framing as the basis for their interaction, stereotyping as significant sources of examples and illustrations, and cultural-biased knowledge sharing yet prejudice towards the (under)-developing nations’ cultures. Consequently, this study calls for a change in MCs’ used instructional strategies in Chinese universities. The university teacher expertise (UTE) should include proper and more practical training.