A Systematic Review: Chinese Undergraduates’ Learning Experience From 2012 to 2022

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Abstract

For a long time, Chinese undergraduates were considered passive learners who preferred rote learning, rare teacher-student interactions, and rare peer learning in Chinese universities during the course. This systematic review aims to help people discover a new profile of Chinese undergraduates, compared with former stereotypes. The method is based on the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). Then, the data extraction and analysis are done by coding. Finally, active learning, teacher-student interactions, and peer learning have been the new signals of the Chinese undergraduate's learning experience. The explanations of these new points can be found in Confucian educational philosophy, which has an over 2000-year history, but they remain dynamic and be emphasized again in the new era.

Authors

• Yuchen Lu, Xi'an Jiaotong-Liverpool University

• Rong Wang, Xi'an Jiaotong-Liverpool University

• Maria Limniou, University of Liverpool