Abstract
This study investigates the multifaceted dimensions of internationalization in the China Education Group (CEG) through the lens of 369 stakeholders, encompassing students, faculty, and administrators. Anchored in a quantitative design and guided by Knight’s internationalization model, the research utilized structured questionnaires to examine stakeholders' demographic profiles and their assessments of the status, challenges, and sustainability of internationalization across CEG institutions. Results revealed a moderately perceived level of institutional commitment, faculty engagement, and resource allocation, with significant variance based on stakeholder characteristics such as sex, nationality, and educational attainment. Key barriers identified include regulatory complexities, financial constraints, and infrastructure limitations rated particularly high among female, foreign, and postgraduate stakeholders. While overall perceptions of sustainability were neutral, subgroups with advanced academic and professional backgrounds expressed greater optimism, particularly in areas related to academic excellence and leadership adaptability. The findings informed the development of a strategic enhancement plan focusing on integrated governance, cross-cultural competence, technological advancement, and stakeholder-responsive frameworks. The study contributes to the discourse on global higher education policy by offering context-sensitive insights into institutional internationalization and advancing stakeholder-driven development strategies.
