The Cultivation of International Engineering Graduate Students in China: A Study under the Belt and Road Initiative

Abstract

To address structural challenges in international civil engineering graduate education under the Belt and Road Initiative, this study systematically evaluates current training systems and proposes a collaborative model. Employing a quantitative survey design, structured data were collected from 198 participants, including 118 faculty members and 80 international graduate students across 94 Chinese universities. Data were analyzed using exploratory factor analysis. The results reveal a fundamental cognitive gap between educational supply and demand: exploratory factor analysis (EFA) extracted a detailed five-factor structure for teachers—covering goals, competencies, teaching, platforms, and faculty—versus a macrointegrated three-factor structure for students. Quantitatively, notable discrepancies emerged in evaluating goal alignment (91% teacher approval versus 81% student approval for personal development relevance) and high-level competence acquisition, with only 22% of teachers rating academic communication training as highly effective. To bridge these supply–demand mismatches, this study introduces the “one body, two wings, four wheels” framework. Moving beyond broad pedagogical concepts, this study contributes specific, actionable policy pathways: mandating an annual curriculum update to integrate cutting-edge industry practices, institutionalizing cross-national dual-mentor collaborative platforms, and promoting the localized mutual recognition of Chinese Engineering Construction Standards. These targeted interventions provide an evidence-based roadmap for aligning institutional supply with students’ developmental demands.