Interdisciplinary situational teaching for postgraduate connotative development

An integrated perspective of scaffolding theory and symbolic interactionism

Authors

  • Wenrui Liang University of Malaya, Malaysia
  • Jianhui Li Beijing Normal - Hong Kong Baptist University
  • Jiang Wei Beijing Normal-Hong Kong Baptist University
  • Yang Min Beijing Normal-Hong Kong Baptist University
  • Ashura Tim Zoi Lam Beijing Normal-Hong Kong Baptist University

DOI:

https://doi.org/10.32674/sygw8g70

Keywords:

Connotative development, Interdisciplinary courses, Scaffolding theory, Symbolic interaction theory, Educational quality

Abstract

As China’s higher education shifts toward connotative development, graduate education must prioritize quality enhancement and structural optimization. This study investigates how interdisciplinary courses foster connotative development by integrating scaffolding theory​and​symbolic interaction theory, examining their impact on cognitive growth and social interaction. Through semi-structured interviews with seven graduate students from Chinese-foreign cooperative programs, the research identifies key factors, teacher guidance, course design, and group collaboration that shape learning methods, knowledge transfer, and critical thinking. Findings reveal that guided teaching, social issue discussions, and experiential learning in interdisciplinary settings promote independent exploration and multidisciplinary perspectives, offering an innovative model for graduate education reform. The study provides theoretical insights and practical strategies to advance connotative development in China’s higher education system.

Author Biographies

  • Wenrui Liang, University of Malaya, Malaysia

    Wenrui Liang , PhD Student in Communication, Department of Media and Communication Studies,  Faculty of  Arts and Social Sciences, University of Malaya, Research interest: Chinese-foreign cooperative education reform.  Email: liangwenrui2022@163.com

  • Jianhui Li, Beijing Normal - Hong Kong Baptist University

    Jianhui Li, Doctor of Philosophy， Director of Academic Affairs, Beijing Normal-Hong Kong Baptist University， Research interest: Chinese-foreign cooperative education reform. Email:  963417627@qq.com

  • Jiang Wei, Beijing Normal-Hong Kong Baptist University

    Jiang Wei, Doctor of Communication， Associate Dean, School of Creative Arts, Beijing Normal-Hong Kong Baptist University， Research interest: Chinese-foreign cooperative education reform.  Email: yanjiusheng2025@163.com

  • Yang Min, Beijing Normal-Hong Kong Baptist University

    Yang Min, Master Student, Research Staff, Research Development and Knowledge Transfer Division, Beijing Normal-Hong Kong Baptist University Research interest: Chinese-foreign cooperative education reform. Email: s2131713@siswa.um.edu.my

  • Ashura Tim Zoi Lam, Beijing Normal-Hong Kong Baptist University

    Ashura Tim Zoi Lam , Doctor of Laws, Deputy Director of Academic Affairs, Beijing Normal-Hong Kong Baptist University Research interest: Chinese-foreign cooperative education reform.  Email: ashuralam@uic.edu.cn

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2025-09-14

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Vol. 15 No. 10 (2025): Journal of International Students

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How to Cite

Liang, W., Li, J., Wei, J., Min, Y., & Lam, A. T. Z. . (2025). Interdisciplinary situational teaching for postgraduate connotative development: An integrated perspective of scaffolding theory and symbolic interactionism. Journal of International Students, 15(10), 153-176. https://doi.org/10.32674/sygw8g70

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