Foreign students experience various challenges
They also stress that Chinese students must learn their culture such as ethnic minority culture, thus the development of the understanding of other cultures through comparison (Kamata, 2006; Yuan, 2010). As a result, to respond to this alert, both Chinese scholars and authorities launched an implementation named the International Understanding Education Program. It acts as a scholarly revolution from a one-way interactive understanding, without affecting traditional culture and national identity, and it advocates for the integration of international orientation into teaching activities (Qin, 2013).
Foreign students also experience various challenges. The biggest issue is the language barrier which leads to many academic and social difficulties (Larbi & Fu, 2017). A comment by a Chinese professor in Beijing Normal University states that the Chinese education of foreign students is unlike that from the western nations. In that, if one wants to enroll in the United States, they must achieve language requirements such as TOEFL, GRE, and IELTS. Conversely, learners who want to learn in China are not required to have basic Chinese language skills (Larbi & Fu, 2017). More so, this has led the majority of foreign students not to go out of campus to attain a greater understanding of the Chinese real culture, politics, history, and philosophy. As a consequence, even if they spend a lot of time in China, they still do not understand the traditional way of life (Larbi & Fu, 2017). Therefore, to ensure success, China should engage in the process of globalization by incorporating the strategy (Larbi & Fu, 2017).
English is an unprecedented leader in science, learning, and teaching which makes it the second most learned in the world (Altbach, 2013). After the internationalization of higher education, nearly all global universities that have international courses use English as a common language, and China is no exception (Larbi & Fu, 2017). English is used in teaching international graduate courses, while some universities offer both undergraduate and postgraduate international courses in English (Larbi & Fu, 2017). In the international classroom of higher education in China, using English as a language to teach is appearing to be challenging for both students and teachers. Some interviewees who study international English teaching courses argue that some lecturers cannot fully express their opinions and critically evaluate the papers written in English (Larbi & Fu, 2017).
Conclusion
In conclusion, as the economy grows rapidly and China issues more practical policies, the advanced learning market has developed, increasing Chinese competition in globalization. However, some challenges have been triggered as a result of the internationalization of higher learning in the country. These issues include conflicts between the local and western culture and the mixing of cultural differences in classrooms. Therefore, the government and universities should launch implementations that address these problems.