Faculty Engagement in Curriculum Internationalization: A Comparative Review of Chinese and Japanese Higher Education

• In Event: AERA Roundtable Session Sunday 11:45 am - Gold 1
  In Roundtable Session: Curricular and Instructional Models for the Future

Abstract

This comparative literature review examined curriculum internationalization in Chinese and Japanese higher education, focusing on faculty perceptions and strategies. Both nations pursued internationalization for global competitiveness and implemented English Medium Instruction (EMI), but their approaches were distinct. China's efforts were a top-down, policy-driven initiative focused on transnational education and global market skills. Faculty there grappled with a tension between Western standards and national identity, often retaining traditional pedagogies. Japan also adopted top-down strategies, but its implementation permitted greater local discretion. This flexibility enabled motivated faculty to develop innovative, student-centered strategies such as intercultural collaborative learning and co-curricular programs. The findings highlight the need to balance top-down mandates with culturally-responsive and grassroots innovation for sustainable internationalization.

Authors

• Rong Wang, Xi'an Jiaotong-Liverpool University

• Mina Mizumatsu, Toyo University