教育科学 ›› 2026, Vol. 42 ›› Issue (2): 1-9.

• 教育强国建设专题研究 •    下一篇

中国高等教育国际化在全球格局重构中的机遇与挑战(笔谈)*

黄福涛, 文雯, 戴坤   

  • 出版日期:2026-03-15 发布日期:2026-05-19
  • 作者简介:

    *黄福涛(1963- ),男,安徽马鞍山人,日本广岛大学高等教育研究中心教授,博士生导师,主要从事高等教育国际化、大学课程开发、学术职业研究;

    文雯(1981- ),女,湖北宜昌人,清华大学教育学院教授,博士生导师,主要从事高等教育基本理论、教育社会学、国际与比较高等教育研究;

    常伶颖(1996- ),女,新疆乌鲁木齐人,清华大学教育学院博士生,主要从事国际与比较高等教育研究;

    戴坤(1987- ),男,山东济南人,香港中文大学教育学院教育行政与政策学系助理教授,博士生导师,主要从事高等教育国际化、国际学生流动研究;

    张晓帆(1999- ),女,山东济南人,香港中文大学教育学院教育行政与政策学系博士生,主要从事高等教育国际化、跨境高等教育研究。

Opportunities and Challenges of the Internationalization of Chinese Higher Education in the Reconstruction of the Global Landscape (A Written Discussion)

Huang Futao, Wen Wen, Dai Kun   

  • Online:2026-03-15 Published:2026-05-19

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摘要：

针对中国高等教育国际化在全球格局重构中的机遇与挑战,笔谈围绕中外合作办学、来华留学生管理、跨境教育的地缘政治影响三个重要议题展开讨论。通过梳理中外合作办学的发展历程与主要贡献,发现其在引进优质资源、推动人才培养国际化方面具有重要作用,但也存在质量保障不足、区域分布不均衡、学科与产业脱节等问题,唯有质量优先与制度创新才能保障其可持续发展。在来华留学生管理方面,通过比较多国留学生“趋同化”管理经验,总结得出:美英澳加已基本实现趋同化管理,法德以差异化收费与奖学金政策提升吸引力,日韩通过政策优惠和地方联动快速扩展留学生规模,而中国则在制度落实与服务完善方面仍需进一步推进。地缘政治变局给跨境高等教育在国家、高校与学生三个层面造成了一定的困境,合作不确定性、教育主权压力和学生权益风险已成为主要挑战。由此,跨境教育应从“规模扩张”转向“质量提升”,实现由外源驱动向内生发展的战略转型。总而言之,从制度政策、国际比较与地缘政治等不同视角,可以揭示中国高等教育国际化的复杂性与战略意义,唯有在开放与安全、规模与质量、输入与输出的平衡中,通过制度创新与战略主动,方能把握机遇、应对挑战。

关键词: 中外合作办学, 来华留学生, 跨境教育, 高等教育国际化

Abstract:

Focusing on the opportunities and challenges of the internationalization of Chinese higher education in the restructuring of the global order, this written discussion examines Sino-foreign cooperative education, the management of international students in China, and the geopolitical implications of cross-border education. Sino-foreign cooperative education has contributed to introducing high-quality resources and advancing talent internationalization, but faces challenges including weak quality assurance, uneven regional distribution, and limited alignment with industry, requiring a quality-first approach and institutional innovation. Cross-national comparison highlights international practices in “convergent” management: the United States, the United Kingdom, Australia, and Canada have largely achieved convergence; France and Germany enhance attractiveness through differentiated tuition and scholarships; while Japan and South Korea expand enrolment through policy incentives and local coordination. China still needs to strengthen policy implementation and support services. Geopolitical shifts have generated challenges at national, institutional, and individual levels, including cooperation uncertainty, sovereignty pressures, and risks to student rights. Cross-border education should shift from scale expansion to quality enhancement and move toward endogenous development. Overall, balancing openness and security, scale and quality, and inflows and outflows is essential to seize opportunities and address challenges.

Key words: Sino-foreign cooperative education, international students in China, cross-border education, internationalization of higher education

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