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Article

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

1
India-Pakistan Research Center, School of International Education, South China University of Technology, Guangzhou 510006, China
2
School of Journalism and Communication, Guangdong University of Foreign Studies, Guangzhou 510006, China
3
Lew Klein College of Media and Communication, Temple University, Philadelphia, PA 19122, USA
4
School of Journalism and Communication, Central China Normal University, Wuhan 430079, China
*
Author to whom correspondence should be addressed.
Sustainability 2019, 11(23), 6789; https://doi.org/10.3390/su11236789
Received: 20 October 2019 / Revised: 22 November 2019 / Accepted: 27 November 2019 / Published: 29 November 2019
(This article belongs to the Collection Higher Education in Innovation Ecosystems)
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. View Full-Text
Keywords: Belt and Road Initiative; developmental model of intercultural sensitivity; general model of instructional communication; instructional beliefs model; intercultural communication competence model Belt and Road Initiative; developmental model of intercultural sensitivity; general model of instructional communication; instructional beliefs model; intercultural communication competence model
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MDPI and ACS Style

Akhtar, N.; Pratt, C.B.; Hu, Y. Sustainability of the Belt and Road Initiative: An Integrated, Conceptual Framework for Instructional Communication in China’s Universities. Sustainability 2019, 11, 6789. https://doi.org/10.3390/su11236789

AMA Style

Akhtar N, Pratt CB, Hu Y. Sustainability of the Belt and Road Initiative: An Integrated, Conceptual Framework for Instructional Communication in China’s Universities. Sustainability. 2019; 11(23):6789. https://doi.org/10.3390/su11236789

Chicago/Turabian Style

Akhtar, Nadeem, Cornelius B. Pratt, and Ying Hu. 2019. "Sustainability of the Belt and Road Initiative: An Integrated, Conceptual Framework for Instructional Communication in China’s Universities" Sustainability 11, no. 23: 6789. https://doi.org/10.3390/su11236789

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