A Study on German Language Curriculum and Student Satisfaction in Sino-German Cooperative Education Programs

This study investigates student satisfaction with the German language curriculum in a Sino-German cooperative program using a five-dimensional framework that includes course objectives, performance, support, assessment and real-scenario training. A validated questionnaire was employed to capture students' experiences and core needs at a Sino-German college in eastern China. Exploratory factor analysis confirmed a stable five-factor structure and high construct validity; hierarchical regression demonstrated that course performance, course support and real-scenario training are significant predictors of overall satisfaction, whereas course objectives and course assessment exerted minimal influence. There are notable differences across academic years and majors, underscoring the necessity of stage- and discipline-specific pedagogies. The results present an empirically supported road map for continuous enhancement of quality in Sino-German cooperative education and emphasize the importance of practice-oriented, technologically advanced, and culturally embedded approaches in German language curriculum.