The evolution of Sino-foreign cooperative education policies from the perspective of theory of institutional change

Abstract

This study employs the Theory of Institutional Change (TIC) as the analytical framework to systematically examine the evolution, mechanism, and future reform pathways of China’s Sino-foreign cooperative education (SFCE) policies. The findings reveal that these policies have undergone four stages: initial exploration, standardized development, quality enhancement, and deepening reform. The policy content has progressively evolved from fragmented exploration to a systematic and standardized institutional system. The policy change is driven by the government, higher education institutions, and societal forces, among which the government plays a leading role, while higher education institutions and societal forces supplement policy adjustments through practical exploration and demand feedback. The impetus for change originates from the China’s national strategy of educational opening-up to the world, the demand for connotative development of higher education, and the external pressure of the international competitive environment. The SFCE policy change presents a compound model characterized by the predominance of mandatory changes and complementary role of induced changes, with institutional optimization through an incremental pathway.

Future policy reforms for SFCE should focus on improving institutional system, optimizing regulatory mechanisms, strengthening quality assurance and enhancing risk prevention and control, so as to promote the high-quality and sustainable development of the SFCE.

Document Type: Original article

Cited as:

Song, K. W., Wu, Y., & Wang, X. Q. (2026). The evolution of Sino-foreign cooperative education policies from the perspective of theory of institutional change. Education and Lifelong Development Research, 3(2): 81-93. https://doi.org/10.46690/elder.2026.02.03

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