International students’ digital experiences in Chinese higher education: Challenges, opportunities, and concerns

• In Event: International Perspectives on Digital Platforms: Challenges, Customization, and Institutional Adaptation

Proposal

Background

As higher education institutions (HEIs) worldwide continue to host increasing numbers of international students, the “digitalization of international education” (Chang & Gomes, 2022) is occurring simultaneously. Digital tools, such as online language platforms and social media, are recognized for their ability to enhance international students’ language skills, foster supportive networks, and ease their transition into new learning environments (Kasapoğlu-Akyol, 2010; Sleeman et al., 2016). However, unfamiliar digital tools in the host country can often lead to "digital shock," a phenomenon that may cause frustration, disengagement, and lower academic performance (Qi et al., 2022). Additionally, the digital divide—disparities in internet access, availability of digital devices, and technological literacy— is another identified concern, preventing some international students from fully participating in increasingly digitalized campuses (Fadhli et al., 2023).

China has emerged as a major destination for international students, accounting for a 10% share of the global market (Institute of International Education, 2018). Yet, limited research has explored how these students navigate the country’s unique digital landscape. With internet restrictions like the "Great Firewall" limiting access to global platforms (Han, 2023), international students studying in China may face additional barriers to accessing needed online resources. Similar challenges exist in other countries with restrictive internet policies, such as Russia (Ermoshina et al., 2021), Pakistan (Wagner, 2018), and Iran (Yalcintas & Alizadeh, 2020), to name a few. These examples suggest that digital barriers are not unique to China but are part of broader global issues faced by international students. This research, thus, seeks to fill the gap by investigating international students’ digital experiences in Chinese higher education. By exploring how international students engage with digital technologies in China, this study aims to foreground the challenges, opportunities, and concerns that arise from their experiences.

Given the multifaceted complexities of the Chinese context, we developed a conceptual framework called the “critical glonacal eye.” This framework is mainly informed by critical and postcolonial theories and perspectives. Four guiding principles underpin the critical glonacal eye:
1. Researching with international students as “epistemic equals,” which values their knowledge and experiences (Hayes, 2019).
2. Situating international students in the “glonacal” (global, national, and local) contexts, understanding how global and national dynamics influence local educational experiences (Marginson, 2022).
3. Recognizing uneven structural power relations that shape the experiences of international students (Ginelli, 2018; Stein & de Andreotti, 2016).
4. Acknowledging international students’ agency in negotiating structural forces within their educational contexts (Cantwell, 2021; Heng, 2018).
This framework allows for an exploration of how structural forces intersect with China's digital education system and impact international students, while also recognizing their active roles in shaping their own digital experiences.

Methodology

This study employed a qualitative research approach, which allows for an in-depth exploration of international students’ digital experiences within their natural settings (Hatch, 2002). Data collection involved multiple sources to ensure credibility and offer a multifaceted understanding of participants' digital experiences (Shenton, 2004). Twenty participants were recruited. Each completed a demographic questionnaire, two semi-structured interviews, and three reflection journals across the 2023-2024 academic year.

The data analysis process was both inductive and iterative. We coded inductively, allowing recurring codes to emerge from participants' perspectives and experiences (Creswell & Poth, 2018). Constant comparison of similarities and differences across codes facilitated the discovery of key themes (Rossman & Rallis, 2016). To enhance trustworthiness, reflective commentary, member checking, and peer-debriefing strategies were employed (Creswell & Poth, 2018).

Preliminary Findings

Challenges: Digital Exclusion and Language Barriers
Many participants struggled to use familiar tools like Google, YouTube, and WhatsApp because of China’s "Great Firewall," limiting their access to educational resources and social networks. Additionally, navigating Chinese educational software was challenging, and the lack of English technical support further compounded their frustrations. As one participant observed, “There is no English in the lab computer. Everything is in Chinese!” To overcome these challenges, many purchased their own laptops and VPNs to maintain access to tools they were accustomed to using back home.

Opportunities: Using Digital Tools for Learning and Social Integration
Despite challenges, participants leveraged digital tools to enhance both learning and social integration. YouTube was frequently cited as a key self-study resource, while ChatGPT was used both in and out of class to assist with "any question I [they] have." Many participants also relied on their phones' scan and translate features to overcome language barriers in everyday situations, such as reading signs, navigating websites, or understanding instructions. As one participant noted, “It [the phone’s translate function] is a lifesaver, especially when I encounter Chinese-only instructions.” Socially, participants adapted to using WeChat, China’s most popular communication platform, for group activities, networking, and daily communication.

Concerns: Privacy, Surveillance, and the Over-Reliance on Self-Study Tools
Participants expressed concerns about privacy and surveillance, especially when using platforms like WeChat and VPN-enabled tools. Some felt they were “watched by the Chinese government” but had to accept the trade-off between security and privacy for daily convenience. Another concern was the over-reliance on self-study tools like YouTube and ChatGPT. While these platforms helped fill knowledge gaps, some participants admitted to 'pretending to learn' during class and using these tools to catch up later. This led to underutilized class time and decreased classroom engagement.

Significance

The preliminary findings reveal the multifaceted digital experiences of international students in Chinese higher education. By foregrounding the challenges, opportunities, and concerns they face, this research deepens our understanding of their agency in navigating and overcoming digital barriers in a foreign educational context. The findings also emphasize the need for HEIs to recognize the broader structural forces shaping international students’ experiences, and to critically reconsider assumptions about their digital literacies, which often reflect inequitable relationships. Moreover, this study calls for the development of more inclusive digital support systems that facilitate smoother transitions and address the diverse technological backgrounds and privacy concerns of international students. These insights hold significant potential to inform institutional policies and practices aimed at fostering a more equitable and secure digital learning environment in the increasingly internationalized and digitalized higher education sector, both in China and beyond.

Authors

• Nannan Lu, Nanyang Technological University-National Institute of Education

• Tang T Heng, Nanyang Technological University-National Institute of Education