Foreign students in China may have difficulty adjusting to Chinese culture and may experience mental health problems related to acculturation, interpersonal issues, and social communication within the context of campus life. Therefore, this study attempts to apply a collaborative ethnography approach to explore the adjustment to Chinese culture and mental health issues among foreign students on Chinese campuses during the COVID-19 pandemic. We spent 16 months exploring the feelings and perceptions of 82 foreign international undergraduate students at six Chinese higher education institutions regarding their adjustment to Chinese culture and gathered their suggestions about how to address the mental health issues experienced by foreign learners in China. The results show that international students tend to have a limited understanding of Chinese culture and rely on very few channels for information—in particular, the Internet, teachers’ lectures, and daily life—which can easily result in mental health problems and thoughts of marginalization. In addition, the results showed that international students’ mental health problems are subjectively positively correlated with their own personality, cultural intelligence, and cultural identification ability and objectively related to their cultural distance and all aspects of the educational work of international students. It is suggested that Chinese higher education institutions should strengthen their attention to the mental health of international students in China and promote international students’ cross-cultural adaptation abilities and understanding of Chinese culture.

Affective and cognitive factors play significant roles in influencing students’ learning performance. However, limited studies exist that examine the latent interactions between these factors and students’ learning performance. This study applied a meta-analytic approach to examine the relationships between affective and cognitive factors and students’ learning performance through the selected publications. We identified 18 affective and cognitive influencing factors related to student learning achievement/performance. It was found that academic performance was significantly impacted by learning scores, future aspirations and goals, peer support for learning, and family support for learning. A moderate impact was observed for cognitive benefits, skill development, self-regulation, values, knowledge, character, self-belief, attitudes and beliefs, affective benefits, motivation, optimism, and behavioral engagement. A weak influence was observed for control and relevance of schoolwork and self-efficacy. The discussion and limitations of this study have also been provided in the last sections.

Higher education in China is the high-end and leading part of the whole education system. The development height of higher education to some extent represents and determines the height of national development. China’s higher education plays an irreplaceable and decisive strategic role in the realization of Chinese-style modernization. This study explores the idea of modernization of Chinese-style higher education from the perspective of a policy narrative analysis. The background of the modernization of Chinese higher education, the core idea of modernization of Chinese higher education, connotation, and characteristics of the modernization of Chinese higher education have been analyzed in this study.

The rural teacher development policy plays a key role in cultivating high-quality and sufficient rural teachers in China. This study aims to apply a bibliometric analysis to explore the rural teacher development policy in China’s current education system. The advanced retrieval function of Web of Science (WoS) is used for the literature data, the core collection of Web of Science is selected for the database, and the time span of literature retrieval is consistent with the selected literature. We apply Citespace to analyze the spatial dimension, research paradigm and research method, research theme, research hotspots and co-occurrence of keywords, the evolution process of research hotspots and content of rural teacher development policy in China. It is found that with the deepening of the reform and development of rural elementary education, scholars not only pay attention to the exploration of the deep mechanism of rural teacher policy, but also to data-oriented diversified empirical research.