Navigating Culture and Emotions: Mental Well-being, Adaptation Mechanisms, and Teaching Strategies in International Chinese Education
This study investigates the psychological adaptation mechanisms of learners in international Chinese education from a cross-cultural psychological and emotional perspective. It aims to identify the key factors that influence learners' emotional well-being and cultural adjustment, and to develop targeted teaching strategies that support both academic success and psychological health in multicultural learning environments. A mixed-methods sequential design was employed. Phase One involved a large-scale survey of 380 international students, utilizing scales measuring acculturative stress, positive/negative affect, and cultural intelligence. Phase Two comprised in-depth interviews with 30 learners and 15 educators to explore the lived experience of adaptation. Phase Three involved a pilot teaching intervention, informed by the previous phases, in two beginner-level classes. The survey revealed that approximately 40% of learners experienced moderate to high levels of acculturative stress, which was negatively correlated with learning motivation. High cultural intelligence and perceived teacher emotional support were significant positive predictors of psychological well-being. Qualitative data identified specific "critical emotional incidents" in the classroom that catalyzed adaptation. The pilot intervention, which incorporated emotion-labeling activities and explicit cultural schema discussions, led to a 25% reduction in reported classroom anxiety and higher learner engagement. Learners' psychological adaptation is a critical, often overlooked, dimension of international Chinese education. Effective teaching must integrate strategies that proactively address emotional and cultural challenges. A pedagogy that fosters psychological safety, emotional awareness, and adaptive skills is essential for promoting sustainable learning, cultural competence, and the overall mental well-being of students. 2024 Liaodong University-level Doctoral Research Start-up Fund Project Approved: A Study on the Education and Management Mechanism of International Students in Chinese Universities Based on Humanistic Principles (2024BS002). Shuai Yu, Liaodong University, Dandong 118001, Liaoning, China.