APHEIT International Journal of Interdisciplinary Social Sciences and Technology

Development of Double-qualified Teachers’ High Performance in Medical College under Henan Province

Li Juhui — 2025-12-31

The objective of this research was to propose guidelines for developing double-qualified teachers’ high performance in medical colleges under Henan Province. The study applied mixed methods research design combining quantitative and qualitative data collection. The key informants were 15 administrators and teachers engaged in medical teaching from 5 colleges in Henan Province, obtained through a purposive sampling method. The focus group was composed of 9 experts and professors from medical education colleges with more than 5 years’ medical education management experience or using relevant management experience to carry out work in Henan Province. The instruments for data collection was in-depth interviews, frequency analysis was conducted through content analysis. The research results found that guidelines for double-qualified teachers’ high performance in medical colleges under Henan Province should focus on upgrading the teacher’s teaching ability and quality, basic quality, professional ability and quality, practice ability and quality in the college which consists of 24 managerial guidelines.

Continuing Professional Development in the Competency Based of Teachers in Medical Colleges under Henan Province

Wang Yinan — 2025-12-31

The objective of this research was to propose guidelines for continuing professional development in the competency based of teachers in medical colleges under Henan province. The design used a mixed research deign method. The key 15 informants included deans, senior teachers and personnel of educational institutions from five medical colleges and educational administration, obtained by purposive sampling. The 9 experts were invited for a focus group discussion on Guidelines of continuing professional development in the competency based of teachers in medical colleges under Henan province. The instruments used for data collection was in-depth interview and analyzed by content analysis. The research results found that : 1) continuing professional development included five components of self-appraisal, plan, action, documentation and evaluation, and 2) put forward based on the competency of Henan medical school teachers 'continuing professional development guidelines, guidelines from teachers' competence and continuing professional development stage, respectively from the government policy formulation, the competent department of education and further implementation and teachers 'practice perspective gives theoretical and practical guidance, lay the foundation for teachers' continuing professional development.

A Proposed Guidelines of Digital Media Art Education Management for Private Higher Education in Guangdong Province

Li Yong — 2025-12-31

The study used mixed methods research design, with population of 786 faculty members in digital media major from 11 private colleges and universities in Guangdong Province. The sample size was determined by Krejcie and Morgan's Table with a total of 260 people. The key informants were 17 experts engaged in digital media majors, obtained through purposive sampling. The focus group of 11 managers confirmed the model. The data collection instruments included a five-point rating scale and validation checklist. The statistics for data analysis were Descriptive and Exploratory Factor Analysis (EFA). Confirmatory Factor Analysis (CFA) was used for the components' reliability analysis of the model. Both In-depth interviews and focus group was analyzed by content analysis. The research results showed: 1) The components of digital media art education management for private higher education consisted of six parts: Policy and Environment, Curriculum Management, Teacher Management, Student Management, Achievement Management, Supervision and evaluation mechanism, 2) guidelines of digital media art education management were: Governed colleges and universities according to law and provided necessary resources for developing digital media art majors. Construct feedback mechanisms, standardize the education management process, promote the sustainable development and reform digital media art education management.

Classroom Teaching Perceptions of Native Chinese Language Teachers in Thai Schools

Yuqi Shen — 2025-12-31

This study investigated classroom teaching challenges encountered by native Chinese language teachers in Thai schools, and proposed effective strategies employed by the teachers. A mixed-methods approach was adopted, exploring quantitative data from a questionnaire survey of 55 teachers and collecting qualitative insights from semi-structured interviews with 8 participants. The questionnaire findings revealed that the students' language ability was rated at the 'Agree' level (x̅=3.90, S.D.=0.70), the teaching resources aspect at the 'Strongly agree' level (x̅=4.22, S.D.=0.62), while the classroom management aspect at the 'Agree' level (x̅=3.96, S.D.=0.80). Catering to learner differences was rated at the 'Strongly agree' level (x̅=4.15, S.D.=0.65). The three major challenges with the highest scores were cultural differences (x̅=4.05, S.D.=0.68), students' motivation (x̅=3.95, S.D.=0.77), and communication with students and parents (x̅=3.90, S.D.=0.82). Qualitative data from semi-structured interviews further highlighted language barriers, particularly in Pinyin and pronunciation instruction. Teachers also elaborated on the inadequacy of teaching materials, noting that they were not customized for Thai learners, and on the difficulties in classroom management arising from differing educational cultures and student behaviors. Effective strategies to address these challenges consisted of the use of multimedia facilities in teaching, creating a relaxing classroom atmosphere, and integrating Chinese culture into the lessons to enhance students' motivation and contextual understanding.

The Impact of Perceptions of Chinese Culture on Intercultural Communicative and Linguistic Competence in Shandong Province

Ning Wang — 2025-12-31

This study explored the impact of student’s perceptions of Chinese culture on their intercultural communicative and linguistic competence. A mixed-methods approach was used, involving questionnaires from 395 students at three universities in Shandong Province and semi-structured interviews with nine students. Descriptive statistics, Pearson correlation, and multiple regression analyses revealed that high perceptions of Chinese culture significantly enhanced both competences, with strong correlations among the variables. Qualitative findings confirmed these results. The study suggested integrating systematic Chinese cultural education and experiential learning into EFL curricula to strengthen cultural cognition and communication skills in a globalized context.

Motivations, Experiences, and Guanxi: A Qualitative Study of Chinese Undergraduate Students in Northern Thailand

Chun Jiang — 2025-12-31

This study aimed to understand the direct experiences of Chinese undergraduate students at a university in Northern Thailand and explore the factors, particularly social influences, shaping their decision to study there. Employing a qualitative design, data were collected through a focus group with 11 students and semi-structured interviews with 3 recruitment agents in China for triangulation, followed by thematic analysis. Findings revealed a complex interplay of motivations: students often made independent decisions, viewing Thai education as a “steppingstone” over domestic competition (Gaokao) to broader further education opportunities, while strong social network influences (Guanxi) were also highly prevalent. Positive tourism experiences contributed to the decision-making, while cost factors were primarily highlighted by agents. Student experiences were mixed, characterized by appreciation for the relaxed social environment and friendly interactions (“honeymoon” phase), alongside significant frustrations regarding perceived lack of academic rigor and group work challenges (“disillusionment” phase). Agents identified major recruitment challenges including safety concerns amplified by media, economic pressures in China diminishing perceived degree value, market saturation, and the critical shift towards peer influence via social media (e.g., Douyin, Xiaohongshu). The study highlighted the importance of social networks, managing academic expectations, and authentic communication strategies for Thai institutions recruiting Chinese students, contributing practical insights into contemporary student mobility and adaptation.

Development Guidelines of Digital Leadership for Administrators of Universities in Chongqing

Luo Lilin — 2025-12-31

The research aimed to 1) study the current and desired states of digital leadership of administrators of universities in Chongqing, and 2) prioritize the essential needs of developing guidelines of digital leadership of administrators of universities in Chongqing and 3) suggest development guidelines of digital leadership for administrators of universities in Chongqing. The study applied mixed method research design. The population were professors from 10 universities in Chongqing, with a sample of 354 using the Krejcie & Morgan sampling table. A questionnaire with a Likert scale was used to evaluate the current and desired states of seven core dimensions of digital leadership (digital literacy, vision, agility, collaboration, innovation, communication, leadership). Priority development needs were identified via the Priority Needs Index, supplemented by qualitative insights from interviews. Results showed that the overall digital leadership of Chongqing’s university administrators was at a moderate level, with room for improvement in all dimensions (agility performs the poorest). The desired state was uniformly high, indicating strong demand for enhancement. Priority development needs, in order, were agility, innovation, vision, digital literacy, leadership, collaboration, and communication. Based on the findings, guidelines were proposed, including training to enhance agility and mechanisms for assessing innovation risks, providing references for local education authorities and university administrators.