This research explores the active learning (AL) experiences of Chinese engineering postgraduate students at a UK university, aiming to identify challenges, adaptation approaches, and pedagogical interventions to support their learning. It also seeks to develop culturally responsive learning and teaching strategies that enhance AL experiences in UK higher education.

AL has gained significant traction in global higher education over the past two decades, reshaping pedagogical approaches, particularly in STEM-related disciplines (Mintzes & Walter, 2020). In the UK, universities have widely advocated for AL approaches to enhance student engagement and learning outcomes (BIS, 2016b). Rooted in Vygotsky’s (1978) theory of social constructivism, which posits that social interaction is a fundamental component of cognitive development, AL emphasizes student-centered learning, where learners actively engage with course materials through interactive activities such as peer discussions, group projects, presentations, and hands-on experiments (Freeman et al., 2014). These approaches have been shown to foster critical thinking, problem-solving skills, collaboration, and learner autonomy (Freeman et al., 2014; Mintzes & Walter, 2020).

Chinese students form one of the largest international student cohorts in UK higher education, with over 154,000 Chinese students enrolled in British universities from 2022 to 2023 (Higher Education Statistics Agency [HESA], 2024). However, adapting to AL presents significant challenges for Chinese students in UK universities due to differences in educational backgrounds and learning habits.  The transition to an AL environment requires the adaptation of new learning strategies and a shift in epistemological beliefs about knowledge construction and classroom participation (O’Loughlin, 1992).

Despite a substantial body of literature on Chinese students’ learning experiences in Western universities, previous research has primarily focused on challenges such as language barriers, cultural adaptation, and learning styles (Turner, 2006; Wu, 2015; Zhang, 2018). However, little attention has been given to how Chinese postgraduate students experience and adapt to AL in UK higher education. This research seeks to fill this gap by examining how these students interpret and engage with AL environments through the lens of Mezirow’s Transformative Learning Theory (TLT). TLT provides a robust conceptual framework for analyzing how students experience cognitive and behavioral transformations when transitioning into unfamiliar educational paradigms (Mezirow, 2008). Mezirow's (1978) Ten phases of transformative learning, including disorienting dilemmas, critical reflection, reintegration of new perspectives, etc., offer an analytical framework to examine how Chinese students navigate AL, adapt their learning approaches, and integrate new perspectives into their academic practice.

Research Objectives:

• To identify the challenges and strengths Chinese students experience in AL contexts within UK engineering education.
• To examine how the cultural, social, and educational backgrounds of Chinese students influence their participation and engagement in AL settings.
• To formulate and articulate practical strategies to improve the AL experiences of Chinese students, focusing on pedagogical approaches, support, and engaging techniques.

This research seeks to answer the following research questions:

1. What challenges and strengths do Chinese students experience in AL settings in UK engineering courses, and how do these impact their academic engagement?
2. How do the cultural, social, and educational backgrounds of Chinese students shape their AL experiences?
3. What strategies can be developed to enhance the active learning experiences of Chinese students in the UK?

The findings will contribute to a deeper understanding of AL’s effectiveness in fostering inclusive, student-centered learning in UK higher education. Additionally, they will also offer practical strategies for enhancing their engagement, autonomy, and critical thinking in AL settings. With the increasing number of Chinese international students in the UK and European universities, this research provides actionable recommendations for how institutions can develop culturally responsive AL pedagogies to support a more diverse, inclusive, equitable, and globally integrated higher education landscape.

Grounded in an interpretivist paradigm, I employed a qualitative research design to gain an in-depth understanding of participants’ perspectives and adopted a phenomenological approach to investigate students' and instructors' lived experiences in Active Learning environments. A phenomenological approach enables me to describe, explain, and interpret how participants construct meaning from their experiences (Cohen, Manion, & Morrison, 2002), particularly in adapting to AL environments. This methodology allows for multiple viewpoints to emerge while ensuring that I set aside prior assumptions to derive authentic interpretations from participants’ statements. According to Dowling (2012), phenomenological research focuses on individual subjective cognition and personal comprehension, requiring an in-depth, open-ended exploration of participants’ articulation of their learning experiences. The study involves two participant groups: Chinese postgraduate students and teaching staff. I recruited 18 Chinese postgraduate students from four different engineering disciplines from the same UK university, forming four focus groups to capture a range of perspectives on AL. Each focus group, lasting 50–60 minutes, followed a semi-structured format, encouraging students to discuss their AL experiences openly. The discussions were audio-recorded using a voice recorder and mobile device to ensure data security. I transcribed and reviewed the recordings to achieve data saturation and consistency. Meanwhile, I conducted one-to-one interviews with seven teaching staff members, including three professors, one reader, two lecturers, and one teaching assistant. These interviews, also lasting 50–60 minutes, focused on instructors' perspectives on student engagement, adaptation challenges, and pedagogical strategies. By incorporating both student and instructor perspectives, my research provides a holistic understanding of the AL experience in UK engineering education. I conducted data collection at the end of the academic year of 2023-2024, ensuring that students had fully experienced AL methods before sharing their insights. Focus groups were held on campus, while instructor interviews were conducted either face-to-face or online. For data analysis, I employed thematic analysis, following an inductive approach to identify patterns and categorize emerging themes. To ensure validity and reliability, I triangulated data from both students and instructors. Comparing student perspectives with instructor observations enabled cross-validation of key themes, enhancing the credibility of my findings. Furthermore, I shared preliminary findings with participants for validation, ensuring accuracy and allowing for necessary revisions. Ethical considerations were central to my research. The study received approval from the university’s ethics committee and was conducted in strict compliance with institutional and ethical research guidelines.

The research findings are still in progress. Preliminary findings from students' data have been identified. Data collection from instructors has been done, and its findings are currently being analyzed. The full research findings will be reported by May, and by the time the ECRA conference begins, the thesis will be fully completed. Findings from both students and instructors will be triangulated to ensure validity and provide a comprehensive understanding of the AL experience. The most significant challenge students encounter is the transition from teacher-centered, exam-driven learning to student-centered, interactive AL methods. Many participants reported difficulties in adjusting to independent learning, open-ended assessments, and active participation. Unlike the structured teaching style they were accustomed to in China, AL in the UK requires students to take an active role in discussions, engage in collaborative problem-solving, and critically analyze learning materials. However, language barriers and discomfort in group discussions further hindered students’ engagement, making the shift to AL even more challenging. To cope with these difficulties, many relied on in-group collaboration with fellow Chinese peers. This in-group reliance served as a coping mechanism, providing both academic and emotional support in an unfamiliar learning environment, where they could communicate in their native language, clarify complex concepts, and support one another through coursework. While this strategy offered immediate benefits, such as easing anxiety and improving comprehension, it also limited opportunities for cross-cultural interaction and the development of criticality. However, some students underwent transformative learning experiences through self-reflection. As they progressed through their courses, they developed greater autonomy and critical thinking skills, recognizing the benefits of AL in fostering deeper learning. Many participants demonstrated the importance of self-reflection in this adaptation process. Over time, those who engaged in reflective practices indicated greater confidence in contributing to discussions and a more open attitude toward AL methodologies.

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