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Design/Approach/Methods—It draws on historical, cultural, and international assessment data. Findings—Mutual borrowing is unlikely to improve education to the extent the future world requires. Originality/Value—The study argues for building a new educational paradigm rather than revisiting each other’s past, with China positioned to help lead this shift.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/shifting-the-education-paradigm-why-international-borrowing-is-no-longer-sufficient-for-improving-education-in-china/600972/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/shifting-the-education-paradigm-why-international-borrowing-is-no-longer-sufficient-for-improving-education-in-china/600972.png","ImageObject",300,407,{"name":92,"@type":93},"mieayamfan","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the article’s main purpose regarding international borrowing in education?","Question",{"text":112,"@type":113},"It examines the consequences of mutual borrowing of educational policies and practices between the East and West and how this affects Chinese education.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What method does the article use to support its conclusions?",{"text":117,"@type":113},"It draws on historical, cultural, and international assessment data.",{"name":119,"@type":110,"acceptedAnswer":120},"Why does the article argue that mutual borrowing is insufficient for future educational needs?",{"text":121,"@type":113},"The analyses conclude that borrowing is unlikely to improve education to the extent the future world demands, so a new education paradigm is needed.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600972,1792230627,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090893677,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","ECNU Review of Education  \nISSN: 2096-5311  \nCN: 31-2150/G4  \n[http://www.roe.ecnu.edu.cn](http://www.roe.ecnu.edu.cn)  \nShifting the Education Paradigm: Why International Borrowing Is No Longer Sufficient for Improving Education in China  \nDOI 10.30926/ecnuroe2018010105  \nYong Zhao  \nEast China Normal University & University of Kansas  \n© East China Normal University & East China Normal University Press  \nShifting the Education Paradigm: Why International Borrowing Is No Longer Sufficient for Improving Education in China  \nYong Zhao  \nEast China Normal University & University of Kansas  \n© East China Normal University & East China Normal University Press, Shanghai, China  \nAbstract  \nPurpose—The purpose of this article is to examine the consequences of mutual borrowing of educational policies and practices between the East and the West and implications for Chinese education.  \nDesign/Approach/Methods—This paper draws upon a wide variety of historical, cultural, and international assessment data.  \nFindings—The analyses found that the mutual borrowing is unlikely to improve education to the extent that the future world demands. Originality/Value—Thus, the article concludes that instead of wasting resources and time on learning from each other’s past, education systems around the world should work on inventing a new paradigm of education. China is in a unique position to work on the new paradigm.  \nKeywords  \nEducation reform; technology; comparative education; East Asian education; Western education; future of education  \nBritain’s recent efforts to import Chinese education made the headlines across the globe. Major global media outlets such as the New York Times (Qin, 2017), the Guardian (Haas & Weale, 2017), and the BBC (Satchell, 2014) covered British government’s actions to improve education by bringing in Chinese math teachers and math textbooks. There are many reasons why Britain’s attempts to learn from China were deemed newsworthy, but one of them was perhaps the sudden reverse of perceived relationships between China and Britain. After all, China has been perceived as a student of the West for at least a century and half, ever since Britain defeated the great empire in multiple wars in the 1800s and forced it to replace its traditional education system with Western-style modern schooling (Zhao, 2014) . Thus, the idea that China has become the teacher and Britain the student is surprising, shocking, and newsworthy.  \nBritain is not the only newly emerged admirer of education in China. The United States and a host of other Western countries have been attracted to education in China over the past few decades (Jensen, 2012; Stevenson & Stigler, 1994; Tucker, 2011a, 2011b, 2014, 2016) . The Organization of Economic Co-operation and Development (OECD) has recommended that China is (or to be used as) a model of educational excellence for the world (OECD, 2011) .  \nECNU Review of Education 1 (1) 77  \nChina’s ascendance to global education stardom is a result of the Program for International Student Assessment (PISA), the world’s largest triennial test in math, reading, and science administered to 15-year olds in more than 70 education systems around the globe. In 2009, China, represented by students from Shanghai, shocked the world with its top performance on the PISA. Three years later, Chinese students aced the PISA again. The stunning performances turned China into the teacher of education lessons for not only Britain but also other education systems such as the United States and Australia, whose PISA performances have been at best mediocre in comparison (Jensen, 2012; OECD, 2011; Tucker, 2011a, 2011b, 2014, 2016; Zhao, 2014) .  \nUnderstandably China is and should be proud of its newly acquired status as an exporter of educational ideas, but it is also keenly aware of the inadequacies in its own education. While it is happy to export ideas, China continues to look to the West for ideas to improve its education. It has been","cbCaitFA32qc8eYh","https://ap.wps.com/l/cbCaitFA32qc8eYh","pdf",295944,32,"English","# Abstract\n## Purpose\n## Design/Approach/Methods\n## Findings\n## Originality/Value\n# Rationale for Mutual Borrowing\n## International assessment drivers\n## Competing beliefs on learning and creativity","[{\"question\":\"What is the article’s main purpose regarding international borrowing in education?\",\"answer\":\"It examines the consequences of mutual borrowing of educational policies and practices between the East and West and how this affects Chinese education.\"},{\"question\":\"What method does the article use to support its conclusions?\",\"answer\":\"It draws on historical, cultural, and international assessment data.\"},{\"question\":\"Why does the article argue that mutual borrowing is insufficient for future educational needs?\",\"answer\":\"The analyses conclude that borrowing is unlikely to improve education to the extent the future world demands, so a new education paradigm is needed.\"}]","Shifting the Education Paradigm - Why International Borrowing Is No Longer Sufficient for Improving Education in China | PDF",1792091728,81]