Examining Chinese International Students’ Inquiry Learning: Navigating between Home Cultural Traditions and Western Academic Expectations

• In Event: AERA Roundtable Session Friday 1:45 pm - Gold 1
  In Roundtable Session: Global Comparisons in Multicultural Education

Abstract

Inquiry learning has been increasingly emphasized in Western higher education. This study explores how Chinese international students navigate inquiry learning in Western universities, highlighting how their learning processes are influenced by Chinese historical, cultural, and linguistic traditions. Drawing on triangulated data from interviews, student artifacts, and contextual notes from 17 participants enrolled in the United States, United Kingdom, Australia, and Canada, the study explores how students’ engagement is mediated by both home and host learning norms and institutional structures. Findings present overlapping linguistic, cultural, and pedagogical challenges, influenced by neoliberal expectations and Confucian values. The study calls for open dialogue and shared responsibility among faculty and students to build inclusive, supportive environments that foster mutual understanding, equitable and collaborative inquiry.

Authors

• XI (Bridget) WU, Soochow University

• Lingshan Li, University of Washington