INTERNATIONAL JOURNAL OF CHANGES IN EDUCATION
Research Article
Aug 10, 2026 137 48

Navigating Cultural Differences in Education: Chinese Students’ Perspectives on Classroom Dynamics and Mental Health in Traditional and International Settings

Ruochen Yang 1 *
1 Department of Psychology, University of California (Los Angeles), USA* Corresponding Author
International Journal of Changes in Education, 3(3), 2026, 329-339, https://doi.org/10.47852/bonviewIJCE52025412
Online publication date: Jul 17, 2025
Publication date: Aug 10, 2026
Full Text (PDF)

ABSTRACT

This study examines the educational experiences of Chinese students amid China’s sociocultural evolution from Gemeinschaft (community with informal education, simple technology, rural residence) toward Gesellschaft (society with formal education, complex technology, urban residence, economic prosperity). Through qualitative interviews with 10 high school students (aged 15–16) in Wuxi, China, we investigated differences in teachers’ interpretations of help, student–teacher dynamics, and mental health support across these educational settings. Findings reveal that teachers’ cultural backgrounds more strongly influenced their perspectives on help than did institutional environments. Traditional schools maintained teacher-centered hierarchical structures reflecting collectivistic values, while international settings fostered student autonomy and more egalitarian teacher–student relationships aligned with individualistic principles. Though mental health awareness was similar across settings, international school teachers demonstrated greater concern for students’ overall well-being. Students in international programs initially experienced unique transition stresses but ultimately reported feeling more relaxed than their peers in traditional schools. These findings highlight the complex interplay between educational systems and cultural values in China’s evolving society while underscoring the need for enhanced mental health resources in Chinese schools.

KEYWORDS

cultural transition international education mental health teacher-student dynamics

CITATION (APA)

Yang, R. (2026). Navigating Cultural Differences in Education: Chinese Students’ Perspectives on Classroom Dynamics and Mental Health in Traditional and International Settings. International Journal of Changes in Education, 3(3), 329-339. https://doi.org/10.47852/bonviewIJCE52025412
Harvard
Yang, R. (2026). Navigating Cultural Differences in Education: Chinese Students’ Perspectives on Classroom Dynamics and Mental Health in Traditional and International Settings. International Journal of Changes in Education, 3(3), pp. 329-339. https://doi.org/10.47852/bonviewIJCE52025412
Vancouver
Yang R. Navigating Cultural Differences in Education: Chinese Students’ Perspectives on Classroom Dynamics and Mental Health in Traditional and International Settings. International Journal of Changes in Education. 2026;3(3):329-39. https://doi.org/10.47852/bonviewIJCE52025412
AMA
Yang R. Navigating Cultural Differences in Education: Chinese Students’ Perspectives on Classroom Dynamics and Mental Health in Traditional and International Settings. International Journal of Changes in Education. 2026;3(3), 329-339. https://doi.org/10.47852/bonviewIJCE52025412
Chicago
Yang, Ruochen. "Navigating Cultural Differences in Education: Chinese Students’ Perspectives on Classroom Dynamics and Mental Health in Traditional and International Settings". International Journal of Changes in Education 2026 3 no. 3 (2026): 329-339. https://doi.org/10.47852/bonviewIJCE52025412
MLA
Yang, Ruochen "Navigating Cultural Differences in Education: Chinese Students’ Perspectives on Classroom Dynamics and Mental Health in Traditional and International Settings". International Journal of Changes in Education, vol. 3, no. 3, 2026, pp. 329-339. https://doi.org/10.47852/bonviewIJCE52025412

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