From Observers to Narrators: Constructing a Glocalization Model for National Conditions Education of International Students in Beijing

Current models of national conditions education for international students often fall short in facilitating their transition from passive observers of culture to active communicators. Using Beijing International Studies University as a case study, this paper examines how a systematic educational model enables international students to shift from passive observation to active narration of Chinese society and culture. The study identifies and elaborates on three core mechanisms of this model: an institutional integration mechanism centered on convergent management, a practical cognition mechanism through experiential learning, and a narrative empowerment mechanism utilizing converged media platforms. Together, these components form a glocalized educational framework that integrates global issues with local practices, connecting macro narratives with personal experiences. Case analysis demonstrates that by immersing students in authentic sociocultural contexts and granting them narrative agency, this model effectively fosters deep understanding and cross-cultural identity. It thus provides a new theoretical framework and practical pathway for reconstructing international student education in China with an emphasis on student agency and interculturality.