Chinese international students’ engagement with learning development support in UK higher education

This study investigates the factors influencing classroom participation among Chinese undergraduate students in a UK business programme. Drawing on a mixed-methods design, focus groups first identified key barriers and motivators of engagement, which then informed a survey completed by 61 students. Exploratory factor analysis revealed four motivational dimensions, with lecturer-driven practices such as clear guidance, encouragement, and responsiveness emerging as the strongest predictors of participation. Regression analysis confirmed that guidance, positive lecturer attitude, and instructional support significantly predicted engagement. Although language barriers remained the most prominent hindrance, findings show these challenges can be moderated through inclusive pedagogical design. The results highlight that participation is shaped less by cultural background and more by the instructional environment students encounter. The study contributes evidence that lecturer agency, instructional clarity, and supportive classroom climates play central roles in fostering engagement in internationalised higher education contexts.