Wan Zhou, Hanxu Tu

Hanxu Tu

August 23, 2026

International TVET, Curriculum integration, AI-supported learning, Vocational transfer.

China’s 2018 national standards for international-student education place quality assurance within universities’ regular responsibilities. This study examined learning and participant experience in a six-month digital-trade program for 29 South Africans in China. We used a quantitative-dominant mixed-methods pre-post design: three paired outcome measures were considered alongside a post-program questionnaire and one open item. Chinese achievement increased from M=62.50 to 77.37, t(28)=9.52, p<.001, dz=1.77. Vocational-task performance increased from M=64.70 to 84.94, t(28) =10.45, p<.001, dz=1.94. Self-reported adaptation changed from 3.20 to 3.34, t(28)=1.66, p=.109. Chinese achievement gain correlated with adaptation change (r=.453, p=.014). Nineteen participants reported heavy use of AI translation. Ratings of chatbot practice were mixed, and 15 of 26 respondents described VR or digital-twin simulation as game-like and of little business value. In the open item, participants called for real supplier contact and activities linked to South African markets. They also commented on course load and occupational relevance. For curriculum design, the responses point to AI-supported preparation followed by human interaction and work-related tasks.

© 2026, the Authors. Published by ISCCAC

This is an open access article distributed under the CC BY-NC license