A Systematic Academic and Policy Review of Chinese Higher Education Pedagogies in the Social Sciences and Humanities.

Miguel Antonio Lim, Zhuo Sun, Limanzi Xu, Yaqiao Liu

Research output: Book/ReportScholarly edition

Abstract

This research uses the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) approach to review academic and policy literature to identify pedagogies used in the humanities and social sciences in Chinese higher education. The review adopted a broad understanding of pedagogies comprising classroom activities and broader teaching approaches. Seven pedagogies were identified after the implementation of PRISMA: (1) Flipped classroom, (2) English Medium Instruction, (3) Massive Online Open Course, (4) Case study pedagogy, (5) Experiential pedagogy, (6) Problem- posing, and (7) Task-driven pedagogy. We discuss the similarities and differences between these pedagogical approaches according to characteristics, purpose, application, and impact. We further highlight two themes: the pedagogies we found in use were not developed from scratch in China but rather adapted from approaches in use in non-Chinese contexts and that the pedagogies have been adapted not only to the Chinese educational but also its political context. All the pedagogies are adopted to facilitate political and ideological education in Chinese HE. Future research will look into the learning and societal outcomes of these pedagogies particularly as China’s HE expands and as further education programmes are offered in the area of humanities and social sciences in Chinese HE.
Original languageEnglish
PublisherSociety for Research into Higher Education
Number of pages72
Publication statusPublished - 2023

Keywords

  • Pedagogic research
  • Higher education learning and teaching
  • Chinese higher education

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