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A Sustainability Lens on the Paradox of Chinese Learners: Four Studies on Chinese Students’ Learning Concepts under Li’s “Virtue–Mind” Framework

Author

Listed:
  • Ruixiang Gao

    (Philosophy and Social Science Laboratory of Reading and Development in Children and Adolescents (South China Normal University), Ministry of Education, Guangzhou 510631, China
    School of Psychology, South China Normal University, Guangzhou 510631, China)

  • Jiayin Zhang

    (School of Geography, South China Normal University, Guangzhou 510631, China
    College of Architecture and Landscape Architecture, Peking University, Beijing 100080, China)

  • Yirao Liu

    (School of Physics and Telecommunication Engineering, South China Normal University, Guangzhou 510006, China)

  • Jielin Zeng

    (School of Geography, South China Normal University, Guangzhou 510631, China)

  • Danying Wu

    (College of Teacher Education, South China Normal University, Guangzhou 510631, China)

  • Xiaoxiao Huang

    (School of Mathematical Sciences, South China Normal University, Guangzhou 510631, China
    Lingnan College, Sun Yat-sen University, Guangzhou 510275, China)

  • Xiaoqing Liu

    (School of Chinese Language and Literature, South China Normal University, Guangzhou 510006, China)

  • Lei Mo

    (Philosophy and Social Science Laboratory of Reading and Development in Children and Adolescents (South China Normal University), Ministry of Education, Guangzhou 510631, China
    School of Psychology, South China Normal University, Guangzhou 510631, China)

  • Zehui Zhan

    (School of Information Technology in Education, South China Normal University, Guangzhou 510631, China)

  • Huang Zuo

    (Institution for Teachers’ Professional Ethics and Virtues Building (South China Normal University), Ministry of Education, Guangzhou 510631, China)

Abstract

The paradox of Chinese learners refers to a contrast between poor learning approaches and high achievement in China, which reveals a lack of sustainability in Chinese education. In addressing this paradox, Jin Li stood out by studying culture-based learning concepts and providing a comprehensive theoretical framework of the Eastern virtue model versus the Western mind model. However, this framework has not been thoroughly tested in the age of global cultural exchange, and the best learning model for learners has not been determined. This paper used both qualitative (replicating Li’s word association test) and quantitative methods to retest and enrich Li’s theory in present-day China, using four empirical studies. Studies 1 and 2 revealed the influence of global cultural exchange in narrowing the gap between the two models, with appropriate modifications made to Li’s theory. Studies 3 and 4 demonstrated that both of the two models were conducive to students’ academic achievement and creativity, greatly enriching Li’s theory. The implications of achieving a dynamic balance between the virtue model and the mind model to improve the sustainability of Chinese student development are discussed, which contributes to achieving the United Nations’ Sustainable Development Goals.

Suggested Citation

  • Ruixiang Gao & Jiayin Zhang & Yirao Liu & Jielin Zeng & Danying Wu & Xiaoxiao Huang & Xiaoqing Liu & Lei Mo & Zehui Zhan & Huang Zuo, 2022. "A Sustainability Lens on the Paradox of Chinese Learners: Four Studies on Chinese Students’ Learning Concepts under Li’s “Virtue–Mind” Framework," Sustainability, MDPI, vol. 14(6), pages 1-23, March.
  • Handle: RePEc:gam:jsusta:v:14:y:2022:i:6:p:3334-:d:769677
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    Citations

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    Cited by:

    1. Shi Jiao & Fang Liang, 2022. "Sustainable Development of High School English Learners in China: Motivation and Its Impact on Their English Achievement," Sustainability, MDPI, vol. 14(19), pages 1-19, October.
    2. Ruixiang Gao & Tingxin He & Yu Liao & Xiaoqin Liu & Yinqing Fan & Yingting Su & Huang Zuo & Lei Mo, 2022. "An Investigation on the Academic Burden of Chinese Students Ranging from Primary Schools to Universities Based on a Word Association Test in Guangdong Province," IJERPH, MDPI, vol. 19(4), pages 1-16, February.
    3. Yuzhuo Cai & Lili-Ann Wolff, 2022. "Education and Sustainable Development Goals," Sustainability, MDPI, vol. 15(1), pages 1-5, December.
    4. Yanchi Liu & Ruixiang Gao & Xixin Lan & Xinyu Zhou & Shiqi Huang & Danying Wu & Qiqi Li & Yujun Zhou & Ning Luo & Huang Zuo & Lei Mo, 2022. "A Comparison of Chinese and European–American University Students’ Virtue and Mind Learning Beliefs and Academic Achievement in Global Cultural Exchange," Sustainability, MDPI, vol. 14(10), pages 1-17, May.

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