LEARNING MOTIVATION INTERVENTIONS IN CHINESE HIGHER EDUCATION: INTERNATIONAL INSIGHTS AND LOCAL CHALLENGES

Abstract

Learning motivation is increasingly recognized as a critical factor influencing university students’ academic achievement and psychological well-being. As higher education environments become more complex, motivation-based interventions have emerged as key strategies to enhance student engagement and promote long-term development. This review synthesizes empirical studies on learning motivation interventions in both international and Chinese higher education contexts.  International literature identifies three primary categories of intervention: (1) empirical intervention studies informed by motivational theories such as Self-Determination Theory (SDT); (2) instructional and technology-integrated practices, including Project-Based Learning (PBL) and gamification; and (3) psychology-based intervention strategies such as cognitive-behavioral techniques (CBT), motivational interviewing (MI), and structured counseling.  In contrast, interventions in Chinese universities remain limited in scope, predominantly concentrated in language-related instruction with a focus on short-term academic outcomes. Psychological interventions are often small-scale and lack theoretical integration or the use of validated techniques. Concrete and operable intervention programs, whether group-based or individually oriented, are still scarce. Individualized strategies tailored to students’ motivational profiles are rare, and most studies rely on self-report methods without longitudinal or mixed-method designs. Although emerging technologies, such as AI-driven feedback systems, show promise, they are not yet fully integrated with psychological or pedagogical frameworks.  To address these challenges, this review proposes three strategic directions: (1) expanding and professionalizing psychological intervention frameworks through localized, theory-informed program design; (2) implementing precision-based, differentiated strategies guided by students’ motivational profiling; and (3) coordinating the parallel development of pedagogical, technological, and psychological supports within clearly defined academic settings. These recommendations offer practical guidance for advancing sustainable and evidence-based learning motivation interventions in Chinese higher education.