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Abstract
After obtaining doctoral or master’s degrees abroad, Chinese academics often find it challenging to reintegrate into the academic environment in China. This study, based on semi-structured interviews with 19 returnee academics, explores coping strategies during the re-adaptation process in Double First-Class Initiative universities in China. The findings indicate that coping strategies are influenced by diverse academic backgrounds, pre-abroad identities, and the amount of time spent overseas. Participants tend to prefer action-oriented approaches over palliative ones, with avoidance strategies more common among humanities and social sciences teachers, especially those who are new returnees. Anticipatory strategies are preferred by those with prior teaching experience in Chinese universities. The study provides valuable insights for policymakers aiming to support returning teachers.