Cultural Connections: Unveiling the Experiences of Chinese Graduate Students in Philippines Transnational Education (TNE) Programs

Abstract

This study investigates the dynamics of transnational education (TNE) in the Philippines, particularly emphasizing Chinese graduate students' experiences in a particular graduate program. The Student Evaluation of Educational Quality (SEEQ), a comprehensive tool for evaluating the effectiveness of teachers and the entire educational environment, is used in this study. Through a thorough analysis of Chinese students' experiences, this study explores the complex dynamics of transnational education in the Philippines. The study uses a mixed-methods approach, combining qualitative insights from interviews with quantitative analysis from the Student Evaluation of Educational Quality (SEEQ) survey. The objective of the study is to pinpoint areas that require enhancement, including cultural sensitivity, support services, and instructional procedures. This will help improve Chinese students' academic experiences and offer insightful information that will benefit other international student cohorts. What emerges is a recurring theme of curriculum freedom as opposed to the strict educational frameworks in their native country. The favorable learning environment in the Philippines is clearly important for fostering a well-balanced combination of autonomous knowledge acquisition and the development of learning. In spite of the fact that Chinese students voiced moderate concerns about time management, group dynamics, and acclimating to the educational system, the study highlights how controllable post-graduation anxieties and administrative obstacles are. Although the research praises the general quality of education, it suggests improving grading uniformity and providing more resources for career counseling in order to maximize Chinese students' learning experiences in the transnational setting of the Philippines.