FUSION OR FRICTION: CHINESE INTERNATIONAL STUDENTS’ EXPERIENCES IN CULTURALLY DIVERSE CLASSROOMS AND INCLUSIVE PEDAGOGY
DOI:
https://doi.org/10.37231/apj.2026.9.1.844Abstract
Abstract: Malaysia has emerged as a regional hub for international education, with Mainland Chinese students forming the largest group of international students in the country. While existing research often highlights the challenges they face, less attention has been given to how these students actively navigate learning in culturally diverse classroom contexts, particularly in Malaysia. This study addresses this gap by examining what learning looks and feels like for Chinese international students and how they make sense of their experiences in such environments. This qualitative case study, grounded in Vygotsky's sociocultural theory, explored how twelve first-year Chinese international undergraduates navigated learning in culturally diverse classrooms at an international branch campus in Malaysia. Data from semi-structured interviews and participant observations, analysed thematically, revealed both enabling and challenging dimensions of their experiences. On the one hand, interactive classroom environments, exposure to diverse perspectives, and supportive teaching practices brought about intercultural engagement, increased academic confidence, and contributed to a sense of belonging. However, participants continued to face persistent challenges related to language barriers, cultural distance, and discomfort in unfamiliar forms of classroom participation. Overall, the study shows that culturally diverse classrooms offer both opportunities and tensions, and that diversity alone does not guarantee meaningful inclusion. By highlighting how participants interpret and respond to these experiences, the study highlights the need for more intentional and culturally responsive pedagogical practices to better support inclusion in global higher education. The findings offer insights into how culturally diverse classrooms shape international student experiences and provide practical recommendations for creating more inclusive, responsive learning environments in global higher education.
Keywords: Chinese International Students; Culturally Diverse Classrooms; Diverse Perspectives; Intercultural Encounters; Sociocultural Theory.
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