Educazione inclusiva in contesti interculturali: uno studio empirico sull’autovalutazione degli studenti cinesi all’Università di Bologna

This study examines the integration challenges of Chinese international students in University of Bologna, focusing on metacognitive, self-efficacy, and linguistic dimensions. Following a self-assessment training at the University of Bologna, ten semi-structured interviews were analyzed via qualitative thematic categorization. Results indicate increased metacognitive awareness in study strategies, although their automation remains gradual. Self-efficacy improves selectively, limited by linguistic barriers. The findings suggest integrated support models combining reflective orientation, peer-tutoring, and language labs to transform awareness into effective academic self-regulation. This study fills a research gap in longitudinal studies on chinese international student groups within the Italian university context.