The impact of student–teacher relationships on the global competence of Chinese international students in Malaysia
DOI:
https://doi.org/10.32674/kzhkyy53Keywords:
student-teacher relationships, global competence, Chinese international student, intercultural education, quality educationAbstract
Student–teacher relationships shape international students’ intercultural development, yet limited evidence exists for Chinese students in Malaysia. This study examines how student–teacher relationships influence global competence among this population. Using a survey design, four relationship dimensions (academic support, communication quality, emotional support, and cultural sensitivity) and four competence dimensions (issue analysis, perspective taking, intercultural interaction, and action orientation) were measured. The SEM results show that supportive relationships significantly predict global competence. Cultural sensitivity most strongly predicts perspective taking and issue analysis, followed closely by academic support. Communication quality most strongly predicts intercultural interaction, whereas emotional support most strongly predicts action orientation. This study has practical implications for educators and policy makers seeking to strengthen intercultural learning environments in higher education.
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