Lived Experiences of Teaching Adaptation among Returnee Art and Design Teachers in Chinese Higher Education

Abstract

Teaching adaptation is a common challenge for returnee teachers in Chinese higher education, particularly in practice-oriented disciplines such as art and design. Existing research has primarily focused on policy contexts and teaching outcomes, with limited attention to how teachers respond to changes in actual classroom practice. This study adopts a qualitative phenomenological approach to examine how returnee art and design teachers adjust their teaching after returning to China. Semi-structured interviews were conducted with 15 teachers, and the data were analyzed using thematic analysis. The findings show that teaching adaptation is a gradual process. In the initial stage, teachers experience a clear mismatch between their prior learning experiences and the local classroom environment, particularly in terms of student participation, classroom interaction, and expectations for teaching. As they continue teaching, they adjust their practices in response to student needs and institutional requirements, including curriculum structures and assessment methods. Over time, they develop context-appropriate practices characterized by greater flexibility, closer teacher–student relationships, and ongoing reflection. These findings indicate that teaching adaptation is shaped by everyday classroom interactions and institutional conditions. Universities should provide context-sensitive support, including instructional guidance, opportunities for peer exchange, and flexible assessment arrangements, to better support the teaching development of returnee teachers.