Comparative analysis of Physical Education management models in Chinese and Kazakhstani universities
DOI:
https://doi.org/10.47197/retos.v78.118769Keywords:
AI in education, Belt and Road Initiative, comparative education, educational governance, physical education managementAbstract
Introduction: The management of physical education in universities has expanded beyond traditional course delivery to include digital monitoring, quality assurance, and internationalization systems. China and Kazakhstan, despite geographical proximity and cooperation under the Belt and Road Initiative, exhibit distinct governance structures in physical education systems.
Objective: The study aimed to develop and apply a Governance-Technology-Pedagogy (GTP) model to systematically compare physical education teaching and training management in Chinese and Kazakhstani universities across governance, curriculum-technology integration, assessment systems, and internationalization strategies.
Methodology: A qualitative comparative case study was conducted involving twelve universities, with six institutions selected from each country. National policy documents, institutional curricula, and bilateral cooperation agreements from 2020 to 2025 were analyzed using thematic comparative analysis guided by norm localization theory.
Results: The findings indicated that China implemented a centralized and artificial intelligence-based system with algorithmic accuracy exceeding 97.5%, a compulsory national fitness examination framework, and inbound mobility exceeding 18,000 Central Asian students. In contrast, Kazakhstan adopted a hybrid-adaptive model characterized by trilingual education policies, competency-based frameworks aligned with the European Credit Transfer System, portfolio-based assessments, and diversified outbound mobility strategies.
Discussion: These models reflected localized adaptations of global educational trends. China’s strong governance-technology alignment enabled efficient standardization but constrained pedagogical flexibility, whereas Kazakhstan’s model enhanced cultural responsiveness but faced coordination challenges due to its hybrid structure.
Conclusions: The study concludes that both systems represent context-specific adaptations of global physical education governance, and the GTP framework underpins evidence-based educational cooperation for the BRI.
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