The Influence of Teacher Teaching Style on Students’ Learning Engagement in Sino-Foreign Cooperative Education: The Mediating Effect of Classroom Atmosphere

Abstract

As global collaboration within higher‑education keeps developing, Sino‑foreign joint training programmes have turned into a vital component within China’s university education system. This study selects undergraduates from such programmes as its participants, intending to explore how instructors’ instructional patterns influence learners’ academic involvement and verify whether classroom atmosphere can exert regulatory influence upon their connection. Relevant theories and prior findings are sorted out through literature consultation, while firsthand information is gathered via questionnaire investigation. Descriptive statistics, correlation testing, regression examination and hierarchical regression modelling are adopted for data processing. The findings reveal that instructors’ instructional patterns can greatly facilitate undergraduates’ academic involvement under the joint‑education background; classroom atmosphere serves as a notable mediator linking teaching patterns and student academic involvement. This research broadens current investigations concerning Sino‑foreign joint higher education. It delivers empirical evidence and actionable suggestions for optimizing instructional approaches, constructing favourable classroom surroundings and encouraging sustained student participation in academic activities.