A Comparative Study of Curriculum Internationalization Models in Chinese and Australian Higher Education and Its Implications
Journal: Journal of Higher Education Research DOI: 10.32629/jher.v6i5.4577
Abstract
This study focuses on curriculum internationalization in Chinese and Australian higher education. Using a comparative research method, it examines the differences and features of the two countries’ approaches. The findings show that Australian higher education curriculum internationalization is highly systematic and industrialized. It emphasizes practical skills and cross-cultural awareness, with course designs closely aligned with international standards and industry needs. In contrast, China’s approach is more government-led and institution-driven, maintaining traditional theoretical strengths while actively incorporating high-quality international resources. Through the analysis of teaching cases, the study explores how curriculum integration and teaching innovation are implemented in Sino-Australian joint programs. Finally, based on the comparison, it offers insights for China in three areas: curriculum system development, faculty training, and quality assurance mechanisms, providing a reference for enhancing the quality of curriculum internationalization in Chinese higher education.
Keywords
higher education, curriculum internationalization, sino-australian comparison, teaching model, international competence
Full Text
PDF - Viewed/Downloaded: 1 TimesReferences
[1] Liu Lili. A Comparative Study of Tourism Higher Vocational Curriculum in China and Australia [D]. Northeast Normal University, 2014.
[2] Huang Yiqiu. A Comparison of Undergraduate Arts Education Curricula in China and Australia: A Case Study of Music Performance Programs [J]. Jiangsu Higher Education, 2023(02): 118–124.
[3] Zhang Yuexin, Wang Mengmeng, Zhang Xiaofang, Gong Sangbazong, Zhang Lin. A Comparative Study of Inclusive Education Policies in Chinese and Australian Higher Education [J]. Modern Special Education, 2019(14): 14–22.
[4] Li Hui. A Study on Faculty Internationalization in Chinese and Australian Research Universities [D]. Xiamen University, 2020.
[5] Sun Wei, Feng Yingzhi, Li Gui, Huang Qin. Teaching Innovation in a Sino-Australian Joint Program in Mechanical Design: A Six-Step, Five-Stage Model [J]. China Metallurgical Education, 2025(03): 30–33.
[6] Jiang Mengmo. Issues and Countermeasures for the Information-Based Operation of Sino-Foreign Cooperative Education Programs: A Case Study of the Sino-Australian Cooperative Program at Sichuan College of Architectural Technology [J]. China Information Times, 2024(05): 125–127.
[2] Huang Yiqiu. A Comparison of Undergraduate Arts Education Curricula in China and Australia: A Case Study of Music Performance Programs [J]. Jiangsu Higher Education, 2023(02): 118–124.
[3] Zhang Yuexin, Wang Mengmeng, Zhang Xiaofang, Gong Sangbazong, Zhang Lin. A Comparative Study of Inclusive Education Policies in Chinese and Australian Higher Education [J]. Modern Special Education, 2019(14): 14–22.
[4] Li Hui. A Study on Faculty Internationalization in Chinese and Australian Research Universities [D]. Xiamen University, 2020.
[5] Sun Wei, Feng Yingzhi, Li Gui, Huang Qin. Teaching Innovation in a Sino-Australian Joint Program in Mechanical Design: A Six-Step, Five-Stage Model [J]. China Metallurgical Education, 2025(03): 30–33.
[6] Jiang Mengmo. Issues and Countermeasures for the Information-Based Operation of Sino-Foreign Cooperative Education Programs: A Case Study of the Sino-Australian Cooperative Program at Sichuan College of Architectural Technology [J]. China Information Times, 2024(05): 125–127.
Copyright © 2025 Yuanzhuo Niu
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License