Social engagement and cross-cultural adaptation experience among expatriate teachers in Nanchang, China

The growing demand for foreign talent in China reflects the increase in global cross-cultural collaboration and exchange trends. In recent years, many individuals have increasingly relocated to China, driven by opportunities such as teaching. High demand for expatriate teachers offers significant benefits for individuals pursuing teaching careers in China. However, this rising demand presents a major challenge for China’s colleges and education system in effectively managing and motivating the expanding expatriate teacher workforce. Research on expatriates in general has been reported extensively; however, studies focusing specifically on expatriate teachers in China and their cross-cultural adaptation-particularly regarding their motivations, challenges and coping strategies-remain limited. This qualitative study addresses this gap by exploring the cross-cultural adaptation of expatriate teachers in China, integrating perspectives from expatriate studies, cross-cultural adaptation and social networking site usage. The data for this study were obtained through semi-structured, in-depth interviews with 11 expatriate teachers, supplemented by off-campus, in-class and online observations. This study found some interesting results by using NVivo 14 software for thematic analysis, guided by Berry's modes (2003) of acculturation as a conceptual framework. First, the reasons why expatriate teachers choose to work in China can be categorised into two main factors: personal and host country motives. Personal motives are influenced by their diverse life experiences and recommendations from others, while host country motives include the benefits of working in China, a strong interest in the country and abundant job opportunities. Second, the two most significant challenges faced by expatriate teachers in China are language barriers and cultural differences. Interestingly, when encountering difficulties in daily life or work, these teachers prefer to seek assistance from students, Chinese colleagues and locals rather than relying on technology or social networking sites. Third, while expatriate teachers use social networking services to communicate regularly and simplify their lives in China, they primarily depend on offline cultural interactions to achieve cross-cultural adaptation, while online platforms only serve as supplementary support. This research provides valuable insights and highlights the critical need for Chinese colleges to offer more effective support to expatriate teachers and facilitate their cross-cultural adaptation. It also informs Chinese policy makers, enabling them to better understand and address the needs of expatriate teachers working in China. Furthermore, the study offers practical recommendations for expatriate teachers to enhance their adaptation experience. Lastly, it advocates for multidisciplinary research to explore innovative solutions to the challenges associated with cross-cultural adaptation.