Cross-Cultural Educational Disparities Between China and North America Based on Science and Technology Revolutions

Bin Hu, Ifrah Malik, Muhammad Irshad, Sohail M. Noman, Ghadeer W. Khader and Aparna Murthy
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Bin Hu: Changsha Normal University, China
Ifrah Malik: International Islamic University, Pakistan
Muhammad Irshad: The Hong Kong Polytechnic University, China
Sohail M. Noman: Yanshan University, China
Ghadeer W. Khader: DiligenTrust Inc., Canada
Aparna Murthy: PEO Toronto, Canada

International Journal of Information Systems in the Service Sector (IJISSS), 2022, vol. 14, issue 3, 1-14

Abstract: Cultural disparities in the educational process are being examined as science and technology rapidly change, as well as large-scale transformations in the economy. Support in the form of funds is being given to graduate education in Canada. In contrast, China began a little later but has also been focusing on education. As a result, the comparison focuses on similarities and differences. The authors examine and contrast the differences in the educational processes across history to see if there are any common threads. One of the most fundamental differences is the assessment dynamics that have molded the beliefs and processes that are used on various scales. When talking about assessment culture, the authors are talking about how it may help students learn and succeed. However, despite the high levels of migration across nations like China, the United States, and Canada, little is known about the variety of evaluation methods kids encounter as they migrate from one environment to another.

Date: 2022
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