Grounded in the theoretical framework of technological integration and the mutual construction of teaching paradigms, this study examines online education for international students in China through the lens of technological integration and mutually constitutive pedagogical paradigms. It identifies four critical challenges: the weakening of dialogic depth in virtual cross-cultural settings, structural misalignment between standardized digital resources and diverse cognitive styles, and the cultural biases embedded in traditional online assessment and the insufficient coordination. Proposed solutions include developing integrated digital-physical learning ecology, creating adaptive content architectures, implementing competency matrix-based process evaluation and setting up an intergratedsupport mechanism. The research concludes that sustainable transformation requires reconceptualizing digital media as endogenous to pedagogical innovation, rather than as external tools, offering theoretical and practical pathways for advancing international education.
Ma Jingwen (Wed,) studied this question.