Adapting Practice in Chinese Transnational Education: Insights From Faculty and Learners

ABSTRACT Educators working in Chinese transnational education programmes are faced with competing institutional stressors. Being successful in such learning environments requires more than subject matter expertise. Educators are being asked to reconsider how classes are being taught and to build stronger connections with learners. This article incorporates insights from two Chinese transnational education programmes, one in Chengdu and the other in Dalian, to examine how faculty are managing these challenges. Although faculty perspectives are important to the article's framing, the analysis is meaningfully informed by learner insights, which are used to interpret classroom experiences and support practice‐based reflections. Educators reflect on the challenges of working with imported curricula, whereas learners share their experiences of having to adjust to unfamiliar educational settings. Classroom observations and interviews show how teaching approaches influence learner participation, suggesting a need for culturally responsive pedagogy and curriculum localisation. The article contributes to institutional strategies in Chinese transnational education.