De Vita, Katharina ORCID: https://orcid.org/0000-0002-5030-5588, Wang, Mingchu ORCID: https://orcid.org/0000-0002-1406-7228, Tan, Liting, Von Schomberg, Lucien ORCID: https://orcid.org/0000-0003-2299-8812 and Lawlor-Morrison, Natasha ORCID: https://orcid.org/0000-0003-1681-2815 (2023) The role of technology in promoting student engagement and belonging: a study of Chinese students in the UK. In: Marginson, S. and Zuoyu, Z., (eds.) Teaching and Learning in Higher Education: A practical textbook for education practitioners. Springer. (In Press)

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Abstract

China is currently the leading source of international students in the UK, with around 144,000 Chinese students studying in Britain, a number that has risen by 50% in just five years. However, there are significant differences between Chinese and UK classroom culture that can impact Chinese students' engagement and social and cultural integration, which are critical to student success. In recent years, technology has become a prominent factor in shaping student engagement and belonging in higher education, both positively by providing resources and communication and negatively by causing feelings of isolation. Thus, understanding the role of technology in promoting student engagement and belonging is crucial in creating inclusive and effective educational experiences for these international students in the UK. This study employs a mixed methods approach, including a self-administered online survey and semi-structured interviews. Based on 67 survey responses and 17 interviews, we found that technology has both positive and negative impacts on engagement and belonging for Chinese students. In this chapter, we reflect on ten different types of technologies and the particular role they play in students’ academic and wider university life. The findings reveal that students rely heavily on technologies like dictionaries and translation tools, which can enhance their engagement and communication in the short-term but also limit their language proficiency in the long-term. The study also highlights concerns about over-reliance on technology leading to decreased critical thinking and an increased risk of academic dishonesty through the use of paraphrasing tools and AI-based software such as ChatGPT. To advance the educational experiences of Chinese students in UK higher education institutions, our study recommends (1) introducing technologies that promote engagement and belonging, (2) using a variety of tools to cater for different learning styles, and (3) embedding principles of authenticity to ensure technology is used to support the learning process.

Item Type:	Book Section
Uncontrolled Keywords:	technology, student engagement, belonging, Higher Education, Chinese students
Subjects:	H Social Sciences > H Social Sciences (General) L Education > L Education (General) T Technology > T Technology (General)
Faculty / School / Research Centre / Research Group:	Greenwich Business School Greenwich Business School > School of Business, Operations and Strategy
Last Modified:	29 May 2025 14:01
URI:	http://gala.gre.ac.uk/id/eprint/50316

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