Academic Crossroads: Chinese Students in Sino-Foreign Cooperative Universities – Navigating Beliefs, Overcoming Challenges, and Informing Policy

As a growing model of Transnational Education (TNE) in China, Sino-Foreign Cooperative Universities (SFCUs) present both unique opportunities and challenges. This study examines the academic and social adaptation of first-year Chinese students at a leading SFCU through the framework of Tinto’s (1993) Student Integration Model, with a particular focus on the impact of English-Medium Instruction (EMI). Employing a mixed-methods approach, the research explores the relationships between students’ self-efficacy, mindset, language proficiency, and social engagement. Findings highlight significance between language proficiency and social interaction as critical to students’ sense of belonging and academic confidence. Additionally, gender differences and fixed mindsets further complicate adaptation, underscoring the need for targeted interventions. Recommendations include promoting growth mindsets, strengthening peer networks, and providing tailored language support. This study enhances the understanding of adaptation dynamics in TNE contexts and offers practical strategies to support student success in an increasingly globalized higher education landscape.