GERMAN-RUSSIAN-SPANISH EDUCATION PARADIGM: POSSIBILITIES FOR APPLICATION IN CHINA

Abstract

The practice and optimization of education for international understanding in China is a major issue facing contemporary universities. Europe is at the forefront of education for international understanding, however, Chinese research of European countries such as Germany, Russia, and Spain are relatively limited. The research has a task to build an ecological framework for international understanding education in China’s higher education sector by drawing on the unique practices of the three countries in integrating international understanding education. Literature review, historical research method and synchronic research method are used to compare the international understanding education paradigms from three aspects: cross-regional organizational activities, higher education courses and social organizational activities. The higher education reforms of the Bologna Process and the Erasmus Program in Germany, Russia, and Spain are reflected in the implementation of a unified and mutually recognized degree system, the establishment of a European standard credit conversion system, and the enhancement of faculty and student mobility. While achieving results, there are also problems such as the degree system not being in line with the labor market, educational inequality and the loss of talent. The research innovatively constructs an international understanding education model and enriched theoretical research. China’s creation of the “Belt and Road” education community depends on connecting the internationalization of education with the national strategic policies; establishing a multi-participation international understanding education system; optimizing curriculum design; and enriching social support. The researchers will conduct empirical study to clarify the current status of international understanding education in China’s higher education.