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Sustainability of the Belt and Road Initiative: An Integrated, Conceptual Framework for Instructional Communication in China’s Universities

Author

Listed:
  • Nadeem Akhtar

    (India-Pakistan Research Center, School of International Education, South China University of Technology, Guangzhou 510006, China)

  • Cornelius B. Pratt

    (School of Journalism and Communication, Guangdong University of Foreign Studies, Guangzhou 510006, China
    Lew Klein College of Media and Communication, Temple University, Philadelphia, PA 19122, USA)

  • Ying Hu

    (School of Journalism and Communication, Central China Normal University, Wuhan 430079, China)

Abstract

China is fast becoming a coveted destination and a hub for higher education among international students, particularly since the announcement of its Belt and Road Initiative (BRI) in September 2013. Consequently, China’s higher-education institutions are seeking ways to make international students’ educational experience more consistent with their expectations. Nonetheless, instructional communication—that is, communication for the purpose of engaging students academically while reducing problematic misunderstandings in the classroom—is a bane of the educational experience of international students in China. Therefore, this article extends instructional communication and intercultural sensitivity models to pedagogical, learner-centered contexts in an attempt to develop an integrated conceptual framework on sustaining international student–Chinese faculty interactions in the classroom. That framework has three key constructs: (a) the faculty’s classroom behaviors and international students’ characteristics, (b) international students’ instructional beliefs, and (c) learning outcomes. They will serve as the basis for positioning instructional practices in responding more appropriately to enhancing the experience of international students as global learners and toward deepening and sustaining the internationalization of China’s higher-education institutions, specifically within the context of BRI.

Suggested Citation

  • Nadeem Akhtar & Cornelius B. Pratt & Ying Hu, 2019. "Sustainability of the Belt and Road Initiative: An Integrated, Conceptual Framework for Instructional Communication in China’s Universities," Sustainability, MDPI, vol. 11(23), pages 1-15, November.
    • Handle: RePEc:gam:jsusta:v:11:y:2019:i:23:p:6789-:d:292434
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    Citations

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    Cited by:

    1. Markus Erbach, 2021. "Managing the economic sustainability of the Belt and Road Initiative by applying Pragmatic Identity Matching PrIM," Journal of Innovation and Entrepreneurship, Springer, vol. 10(1), pages 1-26, December.
    2. Xiaoyao Yue & Suping Yang & Beibei Chen & Weichi Wanglee & Yan Ye, 2022. "A Review on Higher Education of Belt and Road Initiative: Key Findings and Emerging Themes," Higher Education Studies, Canadian Center of Science and Education, vol. 12(2), pages 1-93, May.
    3. Yuzhuo Cai & Jinyuan Ma & Qiongqiong Chen, 2020. "Higher Education in Innovation Ecosystems," Sustainability, MDPI, vol. 12(11), pages 1-12, May.

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