China's grand strategies (i.e., the Belt and Road Initiative and the Guangdong–Hong Kong–Macao Greater Bay Area) have expedited the popularity of full‐time degree‐bearing study in mainland China. Associated with the exponential growth of inward student populations are proliferating concerns about the capacity of non‐majority/non‐local students to ‘integrate’ and belong in their host universities/colleges. The extant literature on university/college belonging often positions non‐majority/non‐local students as being academically and culturally deficient and subsequently being otherised in the host university community. Yet, their agency in managing the prevailing image and ‘otherisation’, and constructing their own sense of belonging to university, has received scant attention. This qualitative study is a substantive and theoretical contribution to the literature on university belonging, which has been preoccupied with non‐majority/non‐local students in the classic South–North international student mobility. This study deployed the concepts of politics of belonging and place‐belongingness and canvassed the senses of belonging to university among inbound Hong Kong students in mainland higher education, which has witnessed a growing Hong Kong student population in recent years. The collected interview data indicated that these border‐crossing Hong Kong students found themselves categorised as ‘underachievers’ with ‘poor mathematics’ yet ‘proficient in English’ in the mainland campus setting, where they did not feel they fully belonged. Responding to the paradoxical identity/belonging politics, they performed three forms of place‐belongingness by dismantling , accommodating or counter‐stereotyping the ascribed classifications in order to legitimate their own participation in the mainland Chinese university. Copyright ©2024 Wiley.

The COVID-19 pandemic forced Chinese cross-border students in Hong Kong to participate in online homeschooling for three years while local students attended face-to-face schooling when the situation released. Previous studies have explored the learning challenges or educational inequity among students in online learning during the pandemic. Limited studies explored the educational inequality between local students and cross-border students. To fill this gap, this study explored the extent of educational inequity between Hong Kong local students and Chinese cross-border students. It further investigated the elements that lead to educational inequity between these two groups of students and the long-term consequences of prolonged purely online learning for Chinese cross-border students. This study compared self-regulated learning, perceived academic achievement, and learning challenges between 35 cross-border students and 32 local students in Hong Kong primary schools. According to the questionnaire and open-ended opinion surveys, the findings showed significant evidence of educational inequity between these two groups of students. Through six teachers' semi-structured interviews, the study analyzed students' learning experiences and synthesized the elements contributing to the issue of educational inequity. The study attributed this inequity to infrastructure elements and stakeholder-related elements. Prolonged purely online learning has resulted in negative and positive effects. This study offers practical implications for the government to implement feasible policies to reduce educational inequity in cross-border education and for stakeholders to conduct effective measures to support young learners in the post-COVID world. Lastly, this study discusses the limitations and recommendations for future research. Copyright ©2023 Springer.

Due to the varied social inequities, the pandemic has prompted unprecedented attention to the social divides in learning gains via online/blended learning. It has been identified that approximately 27,000 Chinese cross-border students live on the Mainland but attend Hong Kong schools every day. The pandemic has restricted the passage of the Shenzhen-Hong Kong border, and these students suffer greatly as they may still be forced to attend online lessons at home for over two years, even if schools return to face-to-face teaching. This study is a 2-year longitudinal case study with a purposeful sampling of a primary school that has over 70% of Chinese cross-border students. A mixed-methods approach was adopted to examine students' online learning experiences via teachers' interviews. Regarding their learning challenges, 35 students were invited to complete a 5-point Online Self-regulated Learning Questionnaire (OSLQ) and an open-ended opinion survey, which was then triangulated with teachers' feedback. First, this study has identified three major challenges that cross-border students suffer the most in online learning: self-regulation strategies, technical challenges, and social interaction. Second, several teaching strategies have been found to offer additional support (e.g., after-school classes and learning centers in Shenzhen) for cross-border students to sustain their online learning and alleviate their learning challenges. Based on these findings, this study contributes to documenting the learning challenges for cross-border students during the pandemic, which provides insights for other schools to facilitate cross-border education and develop appropriate online learning strategies for cross-border students. Copyright © 2023 International Forum of Educational Technology & Society.

Based on a tentative model and a sample of 215 university international students of the second year studying Chinese in the PRC, this research studied the relationships among Motivation in Second Language Acquisition (SLA), Socio-cultural Adaptation, Academic Adaptation, Language Achievement and Institutional Persistence, and evaluated their contributions in a causal model of Adaptation and SLA. The results of the study indicated that the theoretical model provided good fit to the data, and generally supported Gardner's (2005) socio-educational model except that Language Anxiety was not found to have a cause and effect relationship with Language Achievement. Instrumentality seemed to significantly predict the variation of Persistence together with Academic Adaptation. Moreover, Saving Other's Face Scale seemed to be important to predict Motivation, Socio-cultural Adaptation and especially Academic Adaptation. Copyright © 2006 Office of Research, Faculty of Education, University of Hong Kong.

Study abroad has become an important component of many teacher education programs. Through the lens of culturally relevant pedagogy, critical thinking, and educational freedom, this qualitative case study focuses on understanding Hong Kong teachers' perceptions about United States culture and education. Data were collected through in-depth, one-on-one interviews with five Hong Kong educators. The findings reveal that the Hong Kong teachers believe that respecting individual differences, inspiring students' critical thinking, and having freedom to choose how to teach and learn are top priorities in the U.S. However, there are also misconceptions in a few areas. This study not only helps prepare for a multicultural collaboration between U.S. teacher candidates and Hong Kong educators in a study abroad course, but it also aims to contribute to the literature the critical need of understanding unintentional biases and stereotypes that might negatively influence U.S. teacher candidates' assumptions of their students with diverse cultural and linguistic backgrounds. Copyright ©Petru Maior University Publishing House.

In this study we used grounded theory framework to explore how preparation for studying abroad affects the academic success of East Asian undergraduate students in U.S. universities. Based on interviews with 12 participants from China, Hong Kong, South Korea, and Taiwan, we found that knowledge of English language and American culture, which is closely involved with their preparation for study abroad and their undergraduate study in the United States, are two core categories affecting East Asian students' academic success. High levels of preparation for study abroad help East Asian students better adapt to American universities. At the same time, East Asian students spend more time on English proficiency tests than learning the culture both before and after they arrive to the United States, which can be detrimental. We suggest that U.S. universities provide more support for cultural adaptation such as learning communities to have active cultural exchanges within context. Copyright ©Nepalese Student Association at University of Louisiana at Monroe.

《粵港澳大灣區發展規劃綱要》強調推動粵港澳高校教育合作發展,這為廣東高校留學生教育發展帶來新一輪戰略機遇期。在"一帶一路"倡議的大背景下,文章結合當前廣東高校留學生教育發展的現狀,分析了粵港澳大灣區建設下廣東高校發展留學生教育的優勢,立足區域優勢互補的原則,立足高校合作共贏的理念,提出一系列切實可行的發展對策。以期廣東高校能牢牢把握這次契機,發揮政策優勢,謀求自身發展,推動留學生教育發展,提升高校整體國際化辦學水平。

隨著粵港澳大灣區建設的大力推進,來內地就讀和畢業後留在內地創業就業的港澳學生將不斷增加。本研究通過對港澳學生佔比較大的J大學的調查,發現當前內地高校在港澳學生創業就業教育方面還有進一步改進的空間。政府、高校、產業界等應該聯合推動頂層設計、明確教育目標和思路、兼顧港澳學生的主體性特征、加強師資建設、增設實踐平台、優化考核方案與支持體系,以提升港澳學生創業就業教育實效。

如何做好在內地的港澳臺學生教育管理工作,讓港澳臺學生在內地高校順利完成學業對各高校來說是一個嚴峻的挑戰。通過文獻分析法、觀察法以及訪談法等相關的方式,針對港澳臺學生在內地高校學習過程中遇到的問題,進行深入分析和研究,通過學校層面以及學生層面等不同的角度來尋找解決問題的關鍵。從教育銜接的視角,在港澳臺學生新生入學時期提出解決的對策,幫助港澳臺新生更好地了解國家和適應高校的學習和生活環境,更好地成長成才。

This paper draws on ‘diaspora at home’, a concept that encapsulates the unique dynamics between Hong Kong and mainland China, as an analytical tool to explore the cross-border experiences of 23 Hong Kong students at 11 universities in mainland China. It empirically ascertains how the made and imposed claims and identifications of these Hong Kong students resulted in inclusion and exclusion as their interactions with their mainland peers and institutions deepened. Specifically, it highlights how their ‘diaspora at home’ status offered exclusive access to privileged higher education opportunities, preferential treatments and opportunities for upward social mobility. Meanwhile, such a status also resulted in an overwhelming sense of political liability as they unwittingly became ‘political tokens’ and suspected political subjects amid the increasingly tense political atmosphere between mainland China and Hong Kong. This paper pinpoints the relevance of class and politics in understanding how diasporic groups engage with higher education. Copyright © 2019 Informa UK Limited, trading as Taylor & Francis Group.