Enhancing Intercultural Competence through Country-Specific Education: A Mixed-Methods Study of International Students in China

Ruyang Li

doi:10.71204/vyy8h643

Authors

Ruyang Li Zhejiang College of Security Technology Author

DOI:

https://doi.org/10.71204/vyy8h643

Keywords:

Country-Specific Education, intercultural competence, Cultural Intelligence, International Students

Abstract

Drawing on country-specific studies (Guobie Xue) and Cultural Intelligence (CQ) theory, this mixed-methods study explores how systematically designed educational content on Chinese national conditions (Guoqing Jiaoyu) enhances international students' intercultural competence. Utilizing structural equation modeling (SEM) and thematic analysis, the research identifies significant cognitive, emotional, and behavioral mechanisms influencing intercultural effectiveness. Findings reveal that structured education effectively corrects cognitive misconceptions, fosters emotional identification with Chinese culture, and encourages behavioral adaptability. The study contributes theoretically by integrating country-specific education frameworks with intercultural effectiveness models, while practically providing guidelines for improving international education curricula to support China's higher education internationalization.

Author Biography

Ruyang Li, Zhejiang College of Security Technology

Zhejiang College of Security Technology, Wenzhou City, China;

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