Learning between two systems: A reflexive narrative of a mainland Chinese student’s intercultural adaptation in Macao

Abstract

Macao’s universities have experienced a marked increase in the enrollment of Chinese students seeking tertiary education since the 2000s. Thus, understanding the process of intercultural academic adaptation for Chinese students is becoming increasingly important. This study draws on Gill’s transformative learning framework for intercultural adaptation, using a reflexive narrative approach to share the author’s experiences as a China’s mainland student in Macao studies. Drawn from the author’s cross-border learning experience, this narrative aims to investigate the intercultural transformative learning experiences of the Chinese mainland students studying in Macao. From initial confusion and stress in academic life to gradual adaptation and ultimately achieving growth within an intercultural environment, this process aligns with Gill’s transformative learning framework for intercultural adaptation. Investigating students’ learning experiences from their perspectives can enhance the literature on intercultural adaptation and cross-border higher education.

Document Type: Original article

Cited as: Wu, Z. X. (2025). Learning between two systems: A reflexive narrative of a China’s mainland student’s intercultural adaptation in Macao. Education and Lifelong Development Research, 2(3): 134-145. https://doi.org/10.46690/elder.2025.03.04

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