Diverging Approaches to Internationalization of Curriculum: A Comparative Study of Pedagogical Practices in Mainland China, Hong Kong, and the United Kingdom

• In Event: Innovation in the Digital Era: Comparative and International Perspectives on Curriculum and Student Engagement

Proposal

Research background
The internationalization of the curriculum (IoC) has emerged as a critical dimension of the broader agenda of internationalizing higher education (De Wit and Leask, 2015). Existing research underscores how national, political, cultural, and societal factors shape the application of IoC at the institutional level (Knight, 2008), highlighting the complexity of its implementation in different regions. However, much of the current literature tends to focus on the theoretical and conceptual frameworks surrounding IoC, with less attention given to the practical, lived experiences of educators who engage with internationalization in their everyday teaching practices (Sanderson, 2011). There is a growing need for empirical insights that explore how IoC is interpreted and applied within the classroom and across different cultural contexts (Leask and Bridge, 2013).

This study employs the conceptual framework developed by Leask and Bridge (2013), which positions academic disciplines and the team of lecturers responsible for constructing the curriculum at the center of the internationalization process. This framework is particularly concerned with the multiple layers of context—ranging from institutional to local, regional, national, and global levels—that collectively shape the conditions under which an internationalized curriculum is designed and implemented. Leask and Bridge’s framework highlights how these contextual layers influence key decisions in curriculum development, emphasizing the need to create curricula that are responsive to both local and global educational demands. It stresses the importance of understanding how institutional and external factors, such as professional requirements and broader societal needs, interact to shape teachers’ approaches of IoC.

This study aims to contribute to the ongoing discourse on IoC by raising awareness of the cultural and regional differences that shape its implementation (Jones and De Wit, 2012). Specifically, we seek to bring a nuanced understanding of how regional and contextual differences influence the application of IoC. This study examines the application of IoC by educators across three distinct higher education contexts: the United Kingdom, Mainland China, and Hong Kong.

Research questions:
What specific approaches are employed for the internationalization of the curriculum in universities across Hong Kong, mainland China, and the United Kingdom? And what are the underlying purposes and objectives of these approaches?

Methodology:
An interpretivist paradigm was applied in this study, as the aim of the research was to gain deep and rich understanding of the lecturers’ experiences of IoC. This paradigm enables researchers to construct rich understanding of the experiences of the lecturers and of the cultures of classrooms and institutions they work in (Taylor & Medina, 2011). The semi-structured interview focused on three core areas: (1) the lecturers’ views and interpretations of IoC, (2) the lecturers’ incorporation of IoC into their teaching practices, and (3) the lecturers’ goals and intended outcomes regarding IoC in their course design and delivery.

In Mainland China and Hong Kong, we utilized our personal networks and adopted a purposive sampling strategy to ensure that participants with relevant experience in IoC were included. A total of 6 teachers were recruited in each region. In the UK, participants were recruited on a voluntary basis from two universities that are widely recognized for their strong commitment to internationalization and their robust policies aimed at enhancing global engagement within their curricula. As a result, 5 teachers were actively involved in IoC initiatives, were recruited for the study.

This study uses a comparative and reflexive thematic analysis, we demonstrate how varying sociocultural and policy environments shape educators' understandings and practices of IoC. Furthermore, we engage with the theoretical framework of perpetual translation to provide a critical reflexivity in our analysis. We aim to foster a more nuanced understanding of how internationalization unfolds in different regional contexts without imposing reductive or one-size-fits-all interpretations.

Preliminary Findings
Our findings aim to highlight both the commonalities and divergences in the teaching practices of IoC across the three regions: Mainland China, Hong Kong, and the United Kingdom. The data reveal that while IoC is broadly understood as an approach aligned with Internationalization at Home in both Mainland China and Hong Kong, teachers in these regions exhibit a shared commitment to systematically integrating international and intercultural perspectives into the curriculum. However, distinct approaches to implementation are evident in each context. In Hong Kong, teachers tend to incorporate global case studies and international collaboration projects directly into coursework. This approach allows students to engage with diverse international perspectives and fosters intercultural competence within the classroom. The use of English-medium instruction is common. In Mainland China, participants emphasised IoC is often implemented with a focus on enhancing students’ global competitiveness and aligning the curriculum with international standards. There is a strong emphasis on incorporating international knowledge into core subjects. However, this internationalization is balanced with national priorities, such as the preservation of Chinese cultural identity and values. English-medium instruction is widely adopted in Mainland China as part of this effort.

In contrast, the data from UK universities suggest a different set of priorities in relation to IoC. UK educators prioritize revising their teaching strategies to be more culturally responsive, particularly in light of the diverse backgrounds of their student populations. With Chinese students constituting a significant portion of the international student body, teachers often feel the need to adapt their pedagogy to better address the specific cultural and educational needs of this group. Moreover, in the UK, the recruitment of international students is frequently seen as a primary driver of IoC. This approach positions IoC as both a pedagogical commitment and an institutional strategy. The UK's IoC approach reflects a broader institutional commitment to not only global engagement but also the creation of learning environments that promote intercultural understanding and equity.

Overall, while the regions share the common goal of integrating international and intercultural perspectives into their curricula, the specific methods, motivations, and institutional frameworks differ, reflecting the unique socio-cultural and educational contexts of each region. These differences offer valuable insights into the multifaceted nature of IoC and underscore the need for regionally sensitive approaches to internationalization.

Author

• Yaqiao Liu, The University of Manchester