Based on Sfard’s Acquisition Theory and Participation Theory, this paper takes China and the UK as examples to compare the differences in the higher education parenting system and the suggestions for complementarity. It is found that Chinese higher education is dominated by the acquisition theory and focuses on systematic knowledge transfer, but there is the disadvantage of formalised participation; while British higher education emphasises the participation theory and advocates consultative learning, but there is the disadvantage of ‘forced to speak’ and in-depth participation. Based on this, this paper proposes recommendations from both individual and environmental perspectives to construct a blended curriculum system and reform the assessment mechanism in the macroscopic aspect of the educational environment; in the individual aspect, to promote students’ participation through the establishment of flexible participation methods and self-awareness training.
Yue Li (2025) studied this question.