Preface
The first thing you may see when you walk into a university in China is the beautiful campus, the thoughtful setting for each course, and the young, energetic international students. They walked along the avenue of the campus, sat in the library and concentrated on research, or gathered in the dining hall to have a happy conversation... These pictures are so picturesque that one can't help but envy their lives. But when you dig a little deeper into the reality, you will find a shocking phenomenon: a large number of international students have postponed their graduation and are stranded in China to enjoy preferential treatment.
One. College Paradise or Academic Purgatory? Expose the phenomenon of postponement of graduation of foreign students
Explanations vary, as to why this is the case. Some international students said that they enjoy their life in China and are willing to stay as long as possible. As a result, they extended their studies and enjoyed themselves without planning to graduate at all. These international students seem to have made Chinese universities their paradise and enjoy all kinds of benefits and privileges here.
The fact that this paradise is a ticket to not being able to graduate is a fact that cannot be ignored. Not only does this question their true motives, but it also makes us re-examine the nature of the phenomenon. It is not only a personal issue for international students, but also a matter of educational resource distribution and social equity.
Two. Domestic Universities: Paradise or Tiger's Mouth? The true motives of international students are revealed
China is an ancient and vibrant country that has become a study destination for more and more foreign students. They are obsessed with the culture, intoxicated by the seemingly comfortable university life, and some even choose to delay graduation in order to prolong the paradise days. But behind this vivid picture, what is the real motivation of these international students? Is it a sincere love for Chinese culture, or is it an ulterior motive? Let's dive in.
Some international students are attracted by Chinese culture, they have an in-depth understanding of Chinese history and experience the unique traditional culture, which makes them have a strong interest, and they are not interested in the graduation certificate, but this unique life experience. They love every folk festival, appreciate the melodious Chinese traditional music, and look forward to every Spring Festival gala. They want to spend more time in China, to learn more about China, and to spread that passion to their hometowns.
Others like the freedom and ease of school life. They see the campus as their safe haven, where they can escape the pressures of reality and enjoy the energy and fun of youth. They love the crowded dining room after dinner, the brightly lit dorm at night, and the sunny playground during the day. Graduation means leaving this paradise, so they choose to prolong their school life and delay graduation.
There are also some people who have other purposes, they choose to stay in the country with only one purpose: good treatment. They may not really love learning or be enthusiastic about Chinese culture, just to enjoy the benefits of being an international student. These people are able to abuse resources and tamper with rules to satisfy their own selfish desires. They don't have an honest attitude, they don't have professionalism, they only have that cup of spurned interests.
Three. Educational Resources: Lucky or Bad? Who are the real victims?
In the previous chapters, we looked at some of the reasons why international students choose to extend their time at school. They may genuinely love the culture, or they may simply be fascinated by this unique living environment. Others, on the other hand, may simply be attracted by the generous treatment. Whatever the cause, the end result of this phenomenon is an inequitable distribution of educational resources, which affects other students and the teaching environment of the school. So let's take a closer look at the hidden effects behind this.
These international students stranded in China have access to many resources, including a wide range of course options, state-of-the-art facilities and equipment, and other resources that are closely related to their study and life. And the essence of these resources is actually supported by China's education funding. This means that every stranded international student may occupy the opportunities of other Chinese students, so that other students cannot make the most of their educational resources.
Not only that, the stranded international students who do not graduate will also interfere with the normal teaching order. They may occupy public resources such as classrooms and libraries, which in turn affects the learning outcomes of other students, and their own irregular graduation also brings problems to school planning. It is important to know that the occupation of teaching resources and the breaking of teaching order will directly affect the quality of teaching and education in schools.
The biggest impact is, of course, the rest of the school's students. They enjoy educational resources with international students who are stranded and do not graduate, but they are at a disadvantage in competition because of the uneven distribution of resources. Their learning environment, their living environment, and even their future development can be affected by this phenomenon.
Four. A virtuous circle or a vicious circle? Exploring the root causes of the phenomenon of international students and solving them
Looking back at the previous article, we have learned about the uneven distribution of educational resources caused by the phenomenon of international students staying and not graduating, and its impact on the teaching environment, students and schools. Revealing phenomena and problems alone does not cure them. So how to solve this problem? We need to get to the root of the problem and find the real solution.
We must be clear about the purpose of education, and the ultimate goal of education is not only to acquire knowledge, but more importantly, to produce well-rounded citizens of society. Whether it is a Chinese student or an international student, we need to respect their individual differences and provide them with educational resources that meet their needs. In this process, we must not only insist on fairness, but also pay attention to efficiency. In other words, we have to make sure that every investment in resources brings the greatest return.
We should issue specific and clear regulations to set a reasonable graduation time for international students. At the same time, the relevant departments can also set up an incentive mechanism to give praise and rewards to international students who graduate on time and perform well, so as to form a good learning atmosphere, encourage international students to cherish educational resources, and improve their learning efficiency.
Further explore and develop diversified teaching models to meet the needs of different students. Adopting flexible teaching methods, such as online education and project-based learning, can not only enrich teaching methods, but also maximize educational resources.
epilogue
In order to solve the problem of international students staying and not graduating, we need multi-party cooperation and the participation of the whole society. Schools, families, governments and society all need to be more open-minded and take more practical actions to find the most suitable path together.