Cultural Integration and Synergy Theory in Cross-Cultural Teaching Management in Guangxi Universities, China: A Theoretical Framework and Hypothetical Model
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As a conceptual study, this research aimed to: (1) Construct a systematic theoretical framework for cross-cultural teaching management in Guangxi universities aligned with China-ASEAN educational cooperation; (2) Clarify core dimensions and variable relationships centered on Cultural Integration and Synergy Theory; (3) Propose testable hypotheses for subsequent empirical research. Through a four-step process—theoretical anchoring, conceptual deconstruction and synthesis, model deduction, and situational verification—the model integrated one core and five associated theories with local practical features. Results showed: (1) The model included six core dimensions, with Synergy Mechanism as the mediating variable and Inclusive Leadership as the moderating variable; (2) It overcame fragmented research limitations, with 13 hypotheses delineated direct, mediating, and moderating effects. Practically, it provided actionable guidelines for cross-cultural cooperation. Future empirical testing will employ survey data collected from more than 200 teachers across three representative universities in Guangxi, selected to reflect institutional diversity and China–ASEAN cooperation involvement. Overall, the model offered a standardized analytical framework with theoretical innovation and practical value.
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