Haibo Gu

1. As international migration continues to accelerate (McAuliffe and Triandafyllidou 2021), education systems in major economies such as the United States are increasingly shaped by cultural and li...

A knowledge gap exists regarding the faculty's dynamic selection and modification of emotion regulation strategies to reduce negative emotions in synchronous teaching. This study conducted semi‐structured interviews with 16 teachers at higher education institutions in China, focusing on their handling of the negative emotions that arose from poor teacher–student interactions. Technology‐induced and student‐induced behaviour problems are two primary causes of faculty's negative emotions. The problem‐focused emotion regulation strategy effectively reduced faculty's negative emotions when facing the former. In handling student‐induced negative emotions, the problem‐focused strategy was only occasionally sufficient. The ownership of synchronous teaching provides faculty with continuous agency to reflect on teaching challenges. The outcome of this reflection enables faculty to alter emotion regulation strategies and ultimately reduce negative emotions without compromising students' rights. We propose that critical reflection that challenges underlying assumptions (e.g., double‐loop learning) can effectively mitigate negative emotions while ensuring equitable online education.

While formal, digital‐technology‐based professional development for higher education faculty has been extensively studied, informal and incidental learning (IIL) within this area remain underexplored. Integrating the Broaden‐and‐Build Theory with the Informal and Incidental Learning framework, this study examines how positive emotions influence faculty's social media engagement and trigger work‐related IIL, which subsequently enhances professional learning. Interviews were conducted with nine expatriate faculty at a Sino‐British transnational university. The narrative analysis reveals how social media engagement, facilitated by positive emotions, connects personal interests with professional needs to generate self‐directed professional development. This study highlights the value of social‐media‐based learning by distinguishing nuances between informal learning and incidental learning. Findings suggest that social‐media‐based IIL addresses individualised, real‐world challenges like cross‐cultural competencies. Implications for higher education policymakers emphasise the need for building a holistic professional learning environment where faculty's self‐initiated IIL is possible through digital platforms to meet their diverse, tailored needs for professional growth.

Due to the impact of COVID-19, most Chinese universities have launched livestream teaching. Faced with this significant change of teaching mode, teachers experienced different emotions, including predominant negative emotions such as anxiety, stress, and anger, alongside a few positive emotions like satisfaction, love, and happiness. With the rising attention on teacher emotion research, this study explores the emotional experiences of five Chinese English as a foreign language (EFL) teachers in livestream teaching. Drawing from data collected via interviews and case documents, it examines the causes of these teachers’ emotions and the impact thereof on their sustainable professional development. The findings suggest that teacher emotions were produced through the interaction between teachers’ goals and the environment, which included students’ performance, features of livestream teaching, and the institutional livestream teaching requirements. The impacts of teacher emotions on their sustainable professional development were identified: deepening teachers’ understanding of online teaching, shaping teacher identities, and motivating teachers to take action. Implications regarding developing teachers’ coping strategies for various emotions and sustaining their professional development in online teaching are also included.

Using the Internationalization of the Curriculum (IoC) model, this study analyses postgraduate educational programmes that contribute to internationalization in higher education at British and Sino‐British transnational universities. The purpose is to explore postcolonial curricular design influences and opportunities. The study identified patterns based on content analysis of twelve programmes' goals, approaches, and course listings. The findings reflected noteworthy similarities with limited emphasis on the emerging paradigmatic shift of IoC. The study invited one programme director from each type of university to speak about the design intentions from an insider's perspective. The discovery was that both types of universities were driven, in part, by a response to global market trends rather than an ideological postcolonial design imperative. Semi‐structured interviews of postgraduate Chinese students in the Sino‐British university's programme were conducted to understand students' perceptions of learning and former pedagogical experiences. Students appreciated opportunities to explore indigenous knowledge and experiences to make the curriculum relevant and meaningful. They expressed a clear need to conduct independent discoveries without necessarily following the patterns established by Western scholars. The paper offers suggestions for constructing postcolonial learning environments. Implications for educational practices are discussed.