Exploring Chinese International Students' Critical Thinking Skills: A Systematic Literature Review
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| Title: | Exploring Chinese International Students' Critical Thinking Skills: A Systematic Literature Review |
|---|---|
| Language: | English |
| Authors: | Shuaipu Jiang, Qi Sun, Xi Lin |
| Source: | New Directions for Adult and Continuing Education. 2024 (182-183):125-141. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Information Analyses |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Graduate Students, Foreign Students, Barriers, Social Differences, Cultural Differences, Ideology, Educational Practices, Critical Thinking, Thinking Skills, Stereotypes |
| Geographic Terms: | China, United States |
| DOI: | 10.1002/ace.20538 |
| ISSN: | 1052-2891 1536-0717 |
| Abstract: | Most graduate students in higher education are classified as adult learners, being 24 years old, and have responsibilities and commitments outside of higher education. This literature review presents how Chinese international graduate students face challenges in the US due to sociocultural, ideological, and educational differences. This systematic literature review explores these students' critical thinking skills, which are crucial factors for academic success but have been underexplored. Three themes were identified as follows: (1) critical thinking education in China, (2) stereotypes of perceived lack of critical thinking, and (3) comparative views of critical thinking between Chinese and American college students. Each theme presents a landscape of how critical thinking is interpreted. Themes suggest several trends, including cultural variations that may impede Chinese international students from showcasing their critical thinking abilities, notwithstanding their inherent capacity for critical thinking. Recommendations include ways to improve critical thinking among international students and call for more comparative studies between Chinese and American college students. The findings offer valuable insights into the internationalization of higher education curricula and the promotion of global learning. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1437887 |
| Database: | ERIC |
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| Abstract: | Most graduate students in higher education are classified as adult learners, being 24 years old, and have responsibilities and commitments outside of higher education. This literature review presents how Chinese international graduate students face challenges in the US due to sociocultural, ideological, and educational differences. This systematic literature review explores these students' critical thinking skills, which are crucial factors for academic success but have been underexplored. Three themes were identified as follows: (1) critical thinking education in China, (2) stereotypes of perceived lack of critical thinking, and (3) comparative views of critical thinking between Chinese and American college students. Each theme presents a landscape of how critical thinking is interpreted. Themes suggest several trends, including cultural variations that may impede Chinese international students from showcasing their critical thinking abilities, notwithstanding their inherent capacity for critical thinking. Recommendations include ways to improve critical thinking among international students and call for more comparative studies between Chinese and American college students. The findings offer valuable insights into the internationalization of higher education curricula and the promotion of global learning. |
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| ISSN: | 1052-2891 1536-0717 |
| DOI: | 10.1002/ace.20538 |
