Reflexivity in the learning experiences of Chinese international students in Canada

Abstract

Many studies have found that Chinese international students face numerous challenges while studying in Canada. However, current research on the reasons behind these challenges is not sufficiently in-depth and comprehensive. The perspective of reflexivity can address these shortcomings. Therefore, this study aimed to explore these reasons through the lens of reflexivity. To understand their experiences with reflexivity in education in China and Canada, qualitative research approach was adopted. Six Chinese graduate students at Memorial University of Newfoundland participated in the study. Data was collected through semi-structured interviews and written narratives. Following thematic content analysis, the study yielded the following key findings: (1) The emphasis on reflexivity in Canadian education over Chinese education is widely acknowledged. (2) Participants exhibited varying degrees of depth in explaining this difference. (3) All participants expressed a preference for reflexive education. (4) Participants demonstrating higher reflexivity were more adept at the Canadian environment. Additionally, the study clarified three common misconceptions: obedience is not a principle of genuine Confucianism; regime type is likely to influence education potentially; and Canadian universities are not recommended to adopt a Chinese-style teaching approach to accommodate Chinese international students. These offer insights for future research.