**5. Discussions**

In China, the last decade has witnessed a significant rise in higher education programs focusing on general/liberal education, which adopt a holistic educational philosophy and aim to equip lifelong learners with integrated knowledge and a sense of social responsibility. This shift represents a departure from the traditional utilitarian Chinese curricula that prioritized specialized professional training [39]. It also displays some of the reform efforts by education leaders to overhaul China's higher education institutions. The general education curriculum plays a pivotal role in instilling educational values and aspirations, incorporating perspectives from various stakeholders, and encompassing social, cultural, economic, and governmental factors [27].

In response to these evolving global trends and the aspiration of becoming a worldclass university, the case university of this study has embarked on a comprehensive and innovative journey to establish a robust general education system. Over the course of a decade, SUSTech has undertaken rigorous experimentation and development to create a holistic educational experience for its undergraduate students. This system integrates various components to provide students with a well-rounded education that extends beyond their specialized areas of study. The primary focus of SUSTech's general education approach is to foster students' exploration of their inherent capabilities and nurture their critical thinking skills. This is accomplished through the implementation of a well-rounded curriculum, personalized learning, and an integrated co-curricular education.

SUSTech's general education system stands out due to its institution-wide approach, which ensures that the principles and goals of general education permeate every facet of the university. The system seamlessly aligns with students' major declaration and learning processes, creating a cohesive educational pathway that connects different disciplines and areas of study. By adopting a student-centered pedagogy, SUSTech empowers students to actively shape their learning experiences and align their education with their individual interests and aspirations.

Complementing the academic aspects of general education, SUSTech enhances the overall educational experience through its residential college co-curricular system. This system provides students with a versatile platform for experiential learning, leadership development, and cultural immersion. Through a wide range of co-curricular activities, students broaden their perspectives, expand their networks, and develop essential life skills that complement their academic endeavors.

Students are supported throughout their general education journey by a comprehensive support system provided by SUSTech. This includes a 1:10 to 11 faculty-to-student ratio, faculty time protected by on-campus housing, and mentoring, guidance, and resources from advisors who help students in navigating their academic and personal development. This is to ensure that students receive the support they need to maximize their general education experience and reach their full potential.

In examining the implementation of general education at SUSTech, the theoretical framework proposed by Bolman and Deal (1991) in their four frames of organizational thought—the structural, human resources, political, and symbolic frames—provides a valuable lens [33].

From a structural frame perspective, SUSTech's general education system takes an institution-wide approach that ensures that the principles and goals of general education permeate every facet of the university. This structural design allows for a cohesive and interconnected educational journey that is integrated with students' major declaration and learning processes. By embracing a student-centered pedagogy, SUSTech empowers students to actively shape their learning experiences and align their education with their individual interests and aspirations.

From a human resources frame perspective, SUSTech's general education system emphasizes personalized study plans that enable students to make choices and explore interdisciplinary perspectives. This approach recognizes the interdependence between individuals and organizations and provides students with abundant resources and opportunities to engage in interdisciplinary learning and to determine their own learning content and pace. The system promotes the development of critical thinking, analytical skills, and informed value judgments, and encourages personal and professional growth supported by formal organizational structures.

From a political frame perspective, SUSTech's general education system has been consistently maintained by university leadership and recognizes the diverse perspectives and needs of stakeholders. The system encourages collaboration among different academic departments, facilitates interdisciplinary learning, and promotes a holistic educational experience. The residential college co-curricular system, serving as a symbol of the political frame, provides students with a platform to engage in experiential learning, leadership development, and cultural immersion. This system promotes social and intellectual growth by integrating domestic and international students into a unified educational environment. By embracing this inclusive approach, SUSTech enhances students' understanding of different perspectives and cultivates a collaborative spirit, laying the foundation for a well-rounded education.

From a symbolic frame perspective, SUSTech's general education system acknowledges the social and cultural dimensions of education. The system incorporates various mechanisms identified as successful practice in the world's top colleges and universities, including residential colleges, dual-advisor mentorship, freedom in course selection and major declaration, the integration of general and major education, and student research support. These elements play a significant role in shaping students' perceptions and contributing to their overall educational experience. By incorporating rituals and shared experiences, SUSTech creates an inclusive and supportive environment that goes beyond mere rules and policies. This fosters a strong sense of belonging and identity among students and enhances their engagement and personal growth.

While SUSTech's general education system represents an innovative and comprehensive approach, there are areas that require attention and improvement. Striking a balance between general education and major-related studies is crucial, as faculty concerns about the heavy load of general education courses and their potential impact on specialized learning should be addressed. Clear communication of learning outcomes is essential to enhance student engagement and motivation. Additionally, adopting a comprehensive and systematic assessment framework that encompasses the entire general education system will provide valuable insights into its effectiveness and facilitate continuous improvement.

SUSTech's implementation of general education serves as an innovative and pioneering experiment in the Chinese higher education landscape. By bridging the gap between general and specialized education, SUSTech prepares its students to become self-directed thinkers capable of making informed decisions based on broad knowledge and reasoned ideas. The university's commitment to general education aligns with the national demand for innovative talents and its dedication to educating a new generation of leaders for scientific and technological advancements.
