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<p>In response to the challenges prevailing in the international education of fire science for graduate students, and the core one is how to accurately and efficiently disseminate cutting-edge or fundamental international knowledge in the Far East, particularly in non-English-speaking countries or regions, the State Key Laboratory of Fire Science (SKLFS) at the University of Science and Technology of China (USTC) has established an English curriculum titled <i>Introduction of Fire Dynamics</i> with the researchers from University of Edinburgh, UK. This course gives an effective collaborative teaching methodology that fully considers the learning/teaching characteristics of domestic and international students at USTC by combining the strengths of fire safety education across the continents and is dedicated to bridging fire safety education gaps in two hemispheres, broadening the horizons of graduate students, enhancing their professional English level and developing the critical thinking skills. It has transformed its midterm examination by incorporating experimental demonstrations and theoretical explanations of its mechanism, which significantly inspired the students’ interests and passion in fire safety science, attracting extensive national official media reports from China News, People’s Daily Online, China Youth Daily, etc. The students from five other Chinese universities also attended this course online, which is unusual for an English course in a non-English-speaking country, so the course was called the “hottest” course at USTC. This paper will introduce this initiative and propose important references and experiences for education innovation in fire safety science for non-native English-speaking graduate students.</p>

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Developing an English Curriculum Introduction of Fire Dynamics for Graduate Students in Non-English Speaking Countries: An Example in China

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年9月12日

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  • Yu Wang,
  • Liaoying Zhou,
  • Ricky Carvel,
  • David Rush

摘要

In response to the challenges prevailing in the international education of fire science for graduate students, and the core one is how to accurately and efficiently disseminate cutting-edge or fundamental international knowledge in the Far East, particularly in non-English-speaking countries or regions, the State Key Laboratory of Fire Science (SKLFS) at the University of Science and Technology of China (USTC) has established an English curriculum titled Introduction of Fire Dynamics with the researchers from University of Edinburgh, UK. This course gives an effective collaborative teaching methodology that fully considers the learning/teaching characteristics of domestic and international students at USTC by combining the strengths of fire safety education across the continents and is dedicated to bridging fire safety education gaps in two hemispheres, broadening the horizons of graduate students, enhancing their professional English level and developing the critical thinking skills. It has transformed its midterm examination by incorporating experimental demonstrations and theoretical explanations of its mechanism, which significantly inspired the students’ interests and passion in fire safety science, attracting extensive national official media reports from China News, People’s Daily Online, China Youth Daily, etc. The students from five other Chinese universities also attended this course online, which is unusual for an English course in a non-English-speaking country, so the course was called the “hottest” course at USTC. This paper will introduce this initiative and propose important references and experiences for education innovation in fire safety science for non-native English-speaking graduate students.