EDS410 Student Experience Group Project-The Global Education Mosaic: Diverse Stories, One Vision

As current students and prospective graduates of the MA in Global Education program and Xi’an Jiaotong Liverpool University (XJTLU), our learning goals are primarily shaped by and aligned with what the university and program advocate and our personal academic, life and career aspirations. The learning from XJTLU is expected to illuminate both our academic pursuit here and professional services beyond.  

Specifically, our learning goals are:

Semester 1

EDS401 Globalization and Education: Critical Perspectives: EDS401 is a module offered in the first semester, exploring the intricate relationship between globalization and education. It aims to foster critical thinking and practical application of knowledge among students. The module covers a wide range of topics, including educational philosophy, theories, the impact of globalization, internationalization of education, and the specific context of education in China. Through lectures, tutorials, and research, we gained a deep understanding of how globalization shapes education and the challenges it poses. The research methodology training, particularly in interview-based research, has further enhanced our abilities to conduct rigorous academic research.

EDS403 Principles, Policies and Practices of Global Education: This module offers a comprehensive and in-depth exploration of the multifaceted challenges and opportunities within the field of education in a globalized world. The curriculum is both rich and profound, encompassing key areas such as equity and diversity in education, quality assurance, effective pedagogical practices, and educational policy-making. The course fostered the development of critical thinking skills, encouraging us to question established educational paradigms and practices and to analyze global educational issues from multiple perspectives. It has also equipped us a global perspective, understanding educational challenges beyond geographical boundaries.

EDS422 Principles and Practices of Administration of K-12 Schools: In this module, I delved into management theories within the context of K-12 education. The course guided us in analyzing real-life cases, connecting theory with practice, which helped me better understand and apply the core principles of educational administration. Through critically analyzing both local and international management practices, I learned how to effectively apply management theories to various educational environments and verify the practicality of these theories through case studies. Additionally, this course made me realize that educational administration is not just about applying theory but also requires flexibility to adjust based on the unique situations of different schools. 

EDS424 Introduction to Research Methods: This course provides a comprehensive overview of fundamental research principles and techniques within the field of global education. It introduces both quantitative and qualitative methodologies. We are expected to gain practical experience in formulating research questions, selecting appropriate designs, choosing data collection and analysis methods, and understanding ethical considerations in research.

Upon successful completion, we should be able to:

• recognize and describe the key components of the scientific method and how they are applied in educational research;
• distinguish between different research approaches and choose and implement suitable data gathering techniques (like surveys, interviews, or experiments) to meet specific study goals;
• interpret and report results from both quantitative and qualitative data analysis, including descriptive statistics, fundamental statistical tests, and thematic analysis;
• carry out research ethically, following institutional and professional ethics standards.

Semester 2

EDS409 Education Systems in the Asia-Pacific Region: In this module, I critically compared education systems in several representative countries. This course helped me understand the similarities and differences at the macro, institutional, and stakeholder levels. As an educator, one key takeaway was learning to view educational systems from a dialectical perspective, appreciating both their strengths and weaknesses. For instance, the UNESCO report highlights that although ASEAN+6 countries provide legal provisions for free and compulsory education, the structures and decentralization of their education systems vary significantly (UNESCO, 2014). This course taught me the importance of considering each country’s unique socio-political and cultural context when evaluating educational practices. Understanding these differences has equipped me with the tools to better navigate and improve educational systems both locally and globally. Additionally, I gained a broader perspective on how global education policies address similar challenges, helping me engage more thoughtfully in discussions on educational improvement. 

EDS406 Educational Internship: This module provides students with practical experience in an authentic educational setting through a placement project. It emphasizes practical application and critical reflection to enable students to bridge theory and practice in diverse educational settings. The practicum is organized around two key objectives: (a) applying technology, knowledge, and interpersonal skills in authentic educational settings; and (b) critically evaluating existing educational systems through direct engagement. These objectives contribute to a deeper understanding of transnational education in the unique context of China. The flexibility of the module allowed me to focus precisely on the skills and knowledge most relevant to my future as an educator, while also benefiting from shared reflections on different experiences.

EDS430 Administration And Organization In Higher Education: This module provided me with a deep understanding of global higher education governance, leadership, and organizational dynamics. Through critical analysis of institutional structures and contemporary challenges, I developed the ability to evaluate higher education administration through both theoretical and practical lenses. Engaging with case studies and current research strengthened my capacity to assess governance models, leadership approaches, and policy implementation across different cultural and institutional contexts. The module’s emphasis on bridging theory and practice enhanced my professional perspective, equipping me with frameworks to analyze real-world administrative challenges in higher education. By synthesizing global trends with localized institutional needs, I now better understand the complexities of university management in an increasingly interconnected academic landscape.

EDS410 The Student Experience in Global Education: This module explores the learning experience and development of students in different education systems from a global perspective. The content covers the expectations, needs, and practical experiences of students in the context of globalization, with a particular focus on the adaptation and success paths of Chinese students in the international education environment, including their diverse backgrounds and experiences, social mobility, mental health, campus culture, and personal growth brought about by international education. By participating in the online collaborative international learning program (COIL) in collaboration with South African students, I can enhance my cross-cultural communication skills and digital abilities. In addition, it not only helps me understand and improve the student experience from both theoretical and practical perspectives, but also broadens my understanding of the global impact of higher education.

EDS427 Effective Practices In Student Affairs From A Global Perspective: This module covers the basic theories and practical skills of student affairs management, cultivating professional talents with a global perspective. It is divided into five themes: student admission and induction, student advising, student organization and events management, student comprehensive support and student career development support. The course emphasizes the combination of theory and practice, gaining first-hand experience through participating in and observing various student management activities, which enables me to critically analyze and reflect on the problems or challenges in student affairs in the global higher education context. At the same time, I can explore the development trends and implementation strategies of global student affairs with a future oriented mindset, and apply the theories of organizational development and personal growth to practical work.

School field trip of EDS427:

1. Zetian.Li: Throughout the past two semesters, I have experienced substantial growth, particularly in terms of knowledge acquisition and skill development. Firstly, the coursework related to the field of education has significantly enhanced my critical thinking abilities, allowing me to analyze issues from a multicultural perspective. This has deepened my understanding of cultural conflicts and the strategies necessary for addressing them.

Secondly, the integration of theory and practice has been immensely beneficial. Through the completion of various course assignments, acquired practical skills such as poster design, web development, and brochure creation.
Lastly, the internship has encouraged me to engage in meaningful self-reflection regarding my personal growth. I have come to recognize the critical importance of soft skills in the workplace, particularly in areas such as communication and management.

2. Yueni Wang: After eight years of graduation, returning to full-time study for my Master’s degree has been an incredibly enriching and eye-opening journey. As an Italian language teacher, my previous work was primarily focused on my specific field, and I had little exposure to the broader dynamics of global education. However, during my studies in global education, I gained a comprehensive understanding of the subject. The more theoretical courses, such as those on educational leadership, management, and global education policy, provided me with critical insights into the wider educational landscape. In contrast, the practical experiences, particularly in student affairs, allowed me to observe firsthand how education policies are applied in various school settings. Visiting institutions with different backgrounds further broadened my understanding of how education is shaped by diverse cultural and institutional contexts. The various academic lectures, training sessions, and discussions organized by the university enriched my intellectual growth and deepened my passion for education. Over the past 2 semesters, I have gained a much broader perspective on the education sector and developed a stronger empathy for the process of “educating the whole person.” This Master’s program has not only shaped my view of education but also reinforced my resolve to continue pursuing a career in this field.

3. Jiaqi Dong:  Pursuing a master's degree at Xi'an Jiaotong - Liverpool University (XJTLU) has been a profound journey of self - discovery and personal growth. In my previous academic experiences, all learning took place within the confines of traditional classrooms. However, studying here has broadened my horizons significantly, urging me to think more independently. My cognitive approach has evolved from relying on rote memorization to embracing critical thinking. Practical activities such as designing posters and developing web content have not only enhanced my digital literacy but also sharpened my ability to communicate ideas effectively.Moreover, group projects have been instrumental in improving my teamwork skills and self - reflection abilities. I've learned to collaborate seamlessly with classmates from diverse academic and cultural backgrounds. As I delve into the study of globalized education, my understanding of education has been reshaped, transcending the boundaries of traditional classroom - based instruction. Exposure to global education policies, leadership strategies, and student affairs has given me a more holistic view of the education field.

4. Xinyan Chen: Studying for a master's degree at Xi'an Jiaotong- Liverpool University has been an interesting and enriching experience for me. Firstly, the curriculum is rich and the content is relatively innovative. In the classroom, I can not only learn professional knowledge, but also freely share my own opinions with classmates and teachers. Secondly, unlike traditional teaching methods, XJTLU's teaching approach is also diverse. By collaborating with group members to create posters, knowledge and thinking can be integrated, and communication skills can be developed. Through role-playing, the ability to comprehensively view problems from different perspectives can be cultivated. From online and offline expert lectures, I am able to acquire cutting-edge knowledge. Through visiting different schools, I have learned about diverse educational models and campus cultures, which has made me realize that theory should be combined with practice. In addition, XJTLU has abundant learning resources and offers many extracurricular courses, which not only enhances my self-awareness but also constantly prompts me to think about my future career development.

5. Xiaojia Li: The coursework tasks we’ve completed for each course document our personal growth and development. The most memorable research-based assessment is the research report completed for EDS401 Globalization and Education. Through semi-structured interviews with fellow classmates, I learned that many Chinese master’s students were encountering similar adjustment issues, from English language barriers to the unfamiliar academic and research expectations, when studying in a Sino-British cooperative university for the first time, which mirrors the situation of those studying in Western universities abroad (Quan et al., 2016; Yan, 2017). While both my research and literature recognize these students’ progressive adaptation and growth in Western universities over time, the infinite question left to me, as a student and an administrator in Sino-foreign cooperative higher education (SFCHE) for 15 years, is how SFCHE institutions can offer better institutional resources and efforts to accelerate the transition and adjustment of master’s students within the tight one-year course schedule. Bearing in mind the challenges and temporary solutions they have and the pending question, I’ll strive for better answers in my future professional endeavors.

Zetian.Li: Influence on Career Path:

Based on on my own observation and experiences during campus, despite technological advancements, education fundamentally revolves around “connecting people.” Therefore, cultivating skills such as responsibility, innovation awareness, and planning abilities is crucial for maintaining a competitive edge in any global position. I have reflected on the necessity of mastering these skills for future success.

My  extracurricular experiences have sparked a profound interest in marketing and management, particularly through various activities and practices during my campus life. This interest has led me to explore the intersection of marketing and artificial intelligence (AI), focusing on how AI can be leveraged to enhance marketing strategies. According to findings by Chintalapati and Pandey (2022), the adoption of AI in marketing leads to more efficient operations, personalized customer experiences, and innovative product offerings, significantly transforming the marketing landscape. As I envision myself in roles within this dynamic field, I am eager to understand how to effectively integrate AI technologies into marketing practices.

Yueni Wang: Expanding Perspectives on Education

The Master’s program in Global Education has been a transformative experience that has significantly broadened my understanding of the education landscape. Over the course of my studies, I’ve gained a deeper insight into the complexities of global education trends, policies, and practices. This program has not only introduced me to diverse educational systems and philosophies but also challenged me to think critically about the ways in which education can evolve in a rapidly changing world. It has reinforced my passion for education while motivating me to continue pursuing a career in this field.

Jiaqi Dong:  Digital Collaboration Reflection

As a group project, the process of creating this digital portfolio was both challenging and inspiring, providing valuable insights into collaborative learning in digital environments. As Bach and Thiel (2024) found in their study of online collaboration, successful digital group work requires a balance between cognitive, metacognitive, and relational dimensions-a reality we experienced firsthand. Working with my peers to compile our scholarly reflections, evidence, and multimedia elements, we engaged in effective and timely communication, team coordination and role assignment, integration of diverse perspectives, feedback, and reflection. This process also highlights how digital portfolios can serve as metacognitive tools that facilitate to collective and individual development.

Xinyan Chen: Explore Global Education Development Trends

In the process of studying for the Master's degree in Global Education at XJTLU, I gradually established a systematic understanding of global education development trends, especially in the areas of educational equity, lifelong learning, and sustainable education, where my knowledge continues to deepen. Through literature review, thematic discussions, and case studies, I have been exposed to important international education issues and policy frameworks such as the United Nations Sustainable Development Goals and the OECD Future Education and Skills 2030 Framework. According to O’Brien et al. (2013), I have come to realize that global education is shifting from "knowledge transmission" to a direction that emphasizes both "capacity building" and "social responsibility".

Xiaojia Li: Moving forward, the comprehensive understanding of global education issues and research skills learned from the MA in Global Education program at XJTLU is set to inform my future professional endeavors as a middle-level manager in a SFCHE university, A significant area of focus for my future work will be addressing the adjustment challenges faced by Chinese students in SFCHE.

Anabel Bach, & Felicitas Thiel. (2024). Collaborative online learning in higher education—quality of digital interaction and associations with individual and group-related factors. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1356271

Chintalapati, S., & Pandey, S. K. (2022). Artificial intelligence in marketing: A systematic literature review. International Journal of Market Research, 64(1), 38-68. https://doi.org/10.1177/14707853211018428

O’Brien, K., Reams, J., Caspari, A., Dugmore, A., Faghihimani, M., Fazey, I., Hackmann, H., Manuel-Navarrete, D., Marks, J., Miller, R., Raivio, K., Romero-Lankao, P., Virji, H., Vogel, C., & Winiwarter, V. (2013). You say you want a revolution? Transforming education and capacity building in response to global change. Environmental Science & Policy, 28, 48–59. https://doi.org/10.1016/j.envsci.2012.11.011