Developing Effective Global Pedagogies in Western Classrooms: A Need to Understand the Internationalization Process of Confucian Heritage Cultures (CHC) Students

Abstract

To support international students better, Australian institutions have called for the internationalization of the curriculum. Internationalization is defined as the integration of international or inter-cultural dimensions into the teaching, research, and service functions of higher education institutions. However, the process of internationalizing curricula at Australian institutions has been found to achieve minimal success due to conflicting understandings and arguments about how international, especially CHC, students learn. This study aimed to systematically and critically review and discuss CHC learners’ practices from various perspectives. The study reported common stereotypes about CHC learners as well as myths that are not often discussed in the Western literature about CHC learners. Insights discussed in the study would help Western educators and researchers achieve a deeper understanding of CHC learners, so that they can implement more effective pedagogies in teaching CHC learners.