Liang Zijia, Allan Peejay Lappay
ABSTRACT
Hanshan Normal University (HSNU) has implemented a Student Internship Program for International Chinese Education (ICE) majors aimed at integrating theoretical knowledge with authentic teaching practice through local and international partnerships, particularly in Cambodia and Thailand. This study employed a mixed-method research design to assess the implementation of the program, students’ level of satisfaction, competence development, and the challenges encountered during the internship. Quantitative data were collected through a survey questionnaire, while qualitative insights were obtained through structured interviews. The participants consisted of 302 ICE students during the Academic Year 2025–2026 selected through stratified sampling, and 30 faculty members involved in internship supervision. Quantitative data were analyzed using frequency and percentage distribution, weighted mean, analysis of variance (ANOVA), and Pearson product–moment correlation, while qualitative data were examined through thematic analysis. Results revealed that the Student Internship Program was implemented to a great extent in terms of objectives, activities, and administrative support. Students reported a high level of satisfaction with the program and demonstrated high levels of competence in knowledge, skills, and attitudes. Significant differences in satisfaction and competence were observed when participants were grouped according to gender and year level, while internship location and duration showed no significant influence. Furthermore, program implementation was significantly related to students’ satisfaction and knowledge competence, but not to skills or attitudes. Key challenges identified include procedural compliance issues, difficulty in knowledge acquisition and learning engagement, insufficient infrastructure, and limited mentoring capacity. These findings highlight areas that require improvement in order to strengthen the effectiveness and consistency of the internship program. Accordingly, an action plan emphasizing standardized procedures, strengthened mentorship, improved infrastructure, and enhanced monitoring mechanisms is recommended to further improve the quality of the Student Internship Program and better prepare future Chinese language educators for international teaching contexts.
Keywords: International Chinese Education, student internship program, implementation, satisfaction, competence, experiential learning
https://doi.org/10.57180/ohap8188