Sustainable Institutional Internationalization as Pathway to Student Global Competence in a Chinese University

This study examined the Sustainable Institutional Internationalization Strategies (SIIS) implemented by the university and their relationship to students' Preparation for Global Competence (PGC). A quantitative survey was conducted across different demographics (sex, year level, academic major) to assess students' views on internationalization and readiness for global engagement. Results showed that students generally agreed on the strategic implementation of SIIS, with Reflexive Policy Frameworks and Environmental Sustainability receiving the highest ratings. Students felt prepared for global competence, particularly in Intercultural Sensitivity and Civic Responsibility, though Global Awareness posed more challenges. No significant demographic differences in SIIS and PGC were found, except for a slight sex-based difference in Communication Proficiency. Correlation analysis revealed weak, negative correlations between SIIS and PGC, suggesting that institutional strategies alone may not be sufficient to enhance students' global competence. The study emphasizes the need for stronger curriculum integration, discipline-specific global learning, and sustained intercultural engagement, offering practical recommendations for enhancing global competence development in higher education.