INNOVATIVE LEARNING MANAGEMENT FOR UNIVERSITY TEACHERS IN CHINA: A SYSTEMATIC LITERATURE REVIEW AND SYNTHESIS

Abstract

The quality of higher education in China increasingly depends on the capacity of university teachers to engage in innovative learning practices that integrate pedagogical innovation, digital transformation, and continuous professional development. This study presents a systematic literature review of innovative learning management for university teachers in China, with a focus on the specific contextual factors shaping teacher development in Chinese higher education institutions. Following a structured search of Chinese and international databases (CNKI, ERIC, Scopus) for publications between 2018 and 2026, 42 empirical studies were selected for in-depth analysis. The review identifies four core dimensions influencing teacher innovative learning: individual motivation (self-efficacy, professional identity), organizational support (institutional policies, resource allocation, leadership), professional community (collaborative networks, knowledge sharing), and technological empowerment (digital infrastructure, training). Findings reveal that while national policies have established a strong framework for teacher development, significant implementation gaps persist at the institutional level, particularly in local universities. The study proposes an integrated model of teacher innovative learning that captures the dynamic interactions among these four dimensions within the Chinese higher education context. The review concludes with implications for policy, institutional practice, and future research, emphasizing the need for context-sensitive approaches that align national reform goals with local institutional realities.