ISSN: 2226-6348
Open access
This study investigates the student experiences and factors influencing teaching and learning quality in Inner Mongolian universities, China. Through a mixed-methods approach combining surveys and interviews, data were collected from a diverse student population across multiple disciplines. The analysis revealed several key findings: students' perceptions of teaching quality were significantly influenced by factors such as faculty expertise, teaching methods, and classroom environment. Similarly, factors affecting learning quality encompassed curriculum design, access to resources, and academic support services. Cultural influences and regional characteristics were also observed to play a role in shaping student experiences. The implications of these findings are discussed in relation to enhancing teaching and learning effectiveness in Inner Mongolian universities, with recommendations for improving pedagogical practices, curriculum development, and support services to promote a more enriching educational environment. A dedicated research team ensures meticulous data collection through well-designed questionnaires by reflecting the distinctive nature of higher education in Inner Mongolia. The study includes 347 students and 336 teachers, employing SPSS for data analysis. Key findings underscore the significance of student-centered approaches, effective teaching strategies, and the alignment of quality assessments with diverse student needs. The research contributes valuable insights for educational institutions and policymakers, emphasizing the importance of supportive learning environments to prepare students for the dynamic global landscape.
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