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The rapid expansion of the international student population aroused concerns over the capacity of Chinese universities to fulfill international students’ expectations toward academic development. Perceiving student learning experiences as an important indicator of higher education quality, this article focuses on undergraduate international students in China and discusses their learning experiences from three perspectives, i.e., perceived learning environment, academic engagement, and student development.  \nDesign/Approach/Methods: Data were generated by a survey involving 1,428 international students studying for an undergraduate degree at 34 universities in China. Descriptive statistics were calculated, and the structural equation model was applied.  \nFindings: The research showed the respondents’ academic development in a range of skills and abilities, while their learning experiences at the Chinese higher education institutions (HEIs) were largely unsatisfactory. Specifically, the research revealed the respondents’ moderate-to-low-level evaluation of perceived classroom learning environment, their low level of academic engagement,  \nCorresponding author:  \nGenshu Lu, Xi’an Jiaotong University, No.28 Xianning West Road, Xi’an, Shaanxi, 710049, China.  \nEmail: [gslu@mail.xjtu.edu.cn](gslu@mail.xjtu.edu.cn)  \nCreative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative  \nCommons Attribution-NonCommercial 4.0 License ([https://creativecommons.org/licenses/by-nc/4.0/](https://creativecommons.org/licenses/by-nc/4.0/)) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access page ([https://us.sagepub.com/en-us/nam/open-access-at-sage](https://us.sagepub.com/en-us/nam/open-access-at-sage)).  \nand the significant negative influences of the perceived classroom learning environment and academic engagement on their academic development.  \nOriginality/Value: The analysis holds implications for the enhancement of positive learning experiences of international undergraduate students in China and the improvement of the quality of Chinese international student education. Student learning experiences are an important indicator of the quality of college teaching. Drawing on the data generated by a survey involving 1,428 international students studying for an undergraduate degree at 34 universities in China, this presentation explores the characteristics of international undergraduate students’ learning experiences in Chinese universities and analyzes the relationship among the three dimensions of their learning experiences.  \nKeywords  \nInternational undergraduate students in China, learning experiences, quality of international undergraduate education  \nDate received: 2 November 2020; revised: 12 December 2021; accepted: 13 December 2021 Introduction  \nThe number of international students in China has increased over recent decades, from 52,150 in 2001 to 492,185 in 2018, with an average annual growth rate of over 10% . In 2018, international students studying in China came from 192 countries and regions and studied in 1,004 Chinese higher education institutions (HEIs, The Ministry of Education of Ch","cbCaimGMF7Eqtado","https://ap.wps.com/l/cbCaimGMF7Eqtado","pdf",1040606,24,"English","# Abstract\n## Purpose\n## Design/Approach/Methods\n## Findings\n## Originality/Value\n# Introduction","[{\"question\":\"What does the study consider as an indicator of higher education quality for international undergraduates in China?\",\"answer\":\"Student learning experiences, examined through perceived learning environment, academic engagement, and student development.\"},{\"question\":\"How was the data collected and what methods were used?\",\"answer\":\"A survey generated data from 1,428 international undergraduate students at 34 Chinese universities; the study used descriptive statistics and a structural equation model.\"},{\"question\":\"What did the findings suggest about international students’ experiences in Chinese higher education institutions?\",\"answer\":\"Learning experiences were largely unsatisfactory, including moderate-to-low evaluations of perceived classroom learning environment and low academic engagement.\"}]","Assessing the Quality of Undergraduate Education for International Students in China - A Perspective of Student Learning Experiences | PDF",1792092336]