Integration of Knowledge Seeking, Self-perfection, and Pursuit of Career Development: Chinese Students’ Learning Characteristics from an International and Comparative Perspective

doi:10.16382/j.cnki.1000-5560.2025.02.003

Abstract

Abstract:

Moving beyond entrenched negative stereotypes and Western-centric educational theories, this study offers a nuanced understanding of Chinese students’ learning approaches through an international comparative lens. This approach is essential for developing a contextualized theory of student learning and serves as a cornerstone for enhancing talent development and educational practices. A comprehensive analysis of international research on Chinese learners reveals distinct learning characteristics: an integrated cognitive strategy facilitating knowledge reproduction, motivation deeply rooted in social connections and instrumental tools, purposeful and context-driven academic engagement, and learning philosophies imbued with indigenous virtues. These findings suggest that Chinese students’ educational experiences encompass not only cognitive processes but also embody a holistic ‘great learning’ ethos that integrates knowledge seeking, self-perfection, and pursuit of career development. To foster a meaningful evolution in student learning, educational interventions must transcend the confines of mere internal reforms within schools and engage with broader socio-educational reform that would change the learning characteristics of self-perfection and pursuit of career development.

Key words: student learning, Confucian culture, the Chinese learner, Chinese characteristics, educational original knowledge system

Huafeng Zhang, Jinghuan Shi, Fei Guo. Integration of Knowledge Seeking, Self-perfection, and Pursuit of Career Development: Chinese Students’ Learning Characteristics from an International and Comparative Perspective[J]. Journal of East China Normal University(Educationa, 2025, 43(2): 19-33.

Figures/Tables 4

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类型	内容	关键词（频次）
学习特点	认知策略	strategies (9), learning strategies (5), self-regulated learning (4), strategy use (3), memorization (2), metacognition (2), self-regulated (2), deep approaches to learning (1), meta-cognition (1)
	学习动机	motivation (25), intrinsic motivation (4), self-determination theory (4), autonomy (3), self-determination (3), motivational beliefs (2), social motivation(2), goals (2), achievement goals (2), emotion(2)
	互动交流	communication (5), class silence (5), collaborative learning (3), students as partners (3), pedagogical partnership (2), argumentation (2), collaboration (2), groupwork (2), conflict resolution skills (1), willingness to communicate (1)
	学习信念	beliefs (9), perceptions (9), conceptions (6), epistemological beliefs (5), attitudes (3), culture values (3), perception (2), personal epistemology (2), views (2)
影响因素	中国文化	culture (13), cross-cultural (8), cultural specificity (3), Chinese culture (2), Confucian Heritage Culture (2), Confucianism (2), Confucian (2), cultural-differences (2), cultural differences (2), Confucian education tradition (1), cultural influences (1)
	教育制度	policy (4), contexts (4), language policy (2), education policy (1), education policy borrowing (1)
	教学方式	instruction (6), pedagogy (8), teaching (3), curriculum (3), effective teaching (2), teaching quality (2), information-technology (2), culturally inclusive course design (1), culturally responsive teaching (CRT) (1), curriculum reform (1)

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