Reform of the International Curriculum in Chinese “Non-Traditional” International Schools in the Context of Globalization

Li Yin

Reform of the International Curriculum in Chinese “Non-Traditional” International Schools in the Context of Globalization

Li Yin （ Monash University, Melbourne, Australia, 3800 ）

https://doi.org/10.37155/2972-4856-0102-3

Abstract

As globalization continues to evolve, the phenomenon of internationalization in education has become an objective situation and a common international occurrence. Particularly in China, with the rise of the economy as a superpower, there has been a series of developments in the internationalization of education. Despite the number of international schools in China increasing from 22 in 2000 to 959 in 2019, serving 400,000 students, the rapid expansion of international schools in China has brought challenges. These “non-traditional” international schools strive to construct an international curriculum system that is “characteristically Chinese”, “high-quality”, and “diverse”. However, they face many challenges, including the lack of integration of Chinese and foreign curricula and the absence of standardized international school management. Therefore, this study aims to delve into the opportunities and challenges faced by these “non-traditional” international schools in building a Chinese-characteristic international curriculum system, through a comprehensive review of relevant domestic and international literature, providing a more detailed direction for future research.

Keywords

Globalization; Non-Traditional; International Schools; International Curriculum Reform; Integration of Curriculum Globalization and Localization

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Publishing time:2023-06-17
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