A Preliminary Investigation into Theory-Practice Barriers in Sino-New

Zealand Undergraduate Computing Education

Fei Dai

1 a

, Anthony Robins

2 b

, Zhihao Peng

, Wanni Huang

, Chiu-Pih Tan

and Tianzhen Chen

School of Computing, Eastern Institute of Technology, Napier, New Zealand

School of Computing, University of Otago, Dunedin, New Zealand

EIT Data Science and Communication College, Zhejiang Yuexiu University, Shaoxing, Zhejiang, China

Keywords:

Computing Education, Theory-Practice Barriers, Sino-New Zealand, Joint Cooperative Programmes.

Abstract:

This paper investigates the barriers hindering the effective transition from theoretical knowledge to practical

application in a Sino-New Zealand double-degree undergraduate computing programme. In this unique ed-

ucational setting, students study at a campus in China but complete both Chinese and New Zealand courses

taught jointly by lecturers from both countries. Through a questionnaire administered to these students, we

identify critical obstacles such as insufﬁcient foundational knowledge, language barriers, cultural and peda-

gogical differences, and difﬁculties adapting to distinct educational systems. Our analysis reveals that these

barriers signiﬁcantly affect students’ academic performance, engagement, and skill development. Based on

the ﬁndings, we propose targeted interventions, including specialized bridging courses, enhanced language

support, reﬁned teaching methods, and improved resource allocation.

1 INTRODUCTION

Imagine a student enrolled in a cooperative double-

degree programme hosted on a Chinese campus,

where the curriculum integrates both Chinese and

New Zealand (NZ) courses. In their ﬁrst year, stu-

dents primarily focus on their literature and arts ma-

jor. Starting in their second year, they transition to

studying computing alongside their major courses.

Lecturers from both countries contribute to the pro-

gram, offering distinct pedagogical approaches, ed-

ucational philosophies, and linguistic perspectives.

This unique arrangement blends a literature-based

foundation with a computing major, equipping stu-

dents with interdisciplinary skills while exposing

them to diverse academic systems. Successfully ad-

dressing the transition from theoretical concepts to

practical computing skills is critical to ensuring stu-

dents achieve both academic success and professional

competency. This transition is not only essential

for mastering complex computing concepts but also

for developing the practical skills necessary for pro-

fessional careers in a rapidly evolving technological

landscape.

https://orcid.org/0000-0001-5887-3320

https://orcid.org/0000-0003-1473-1683

Bridging the gap between theory and practice has

become increasingly critical in computing education,

particularly in programs that incorporate both cul-

tural and educational diversity. For this study, “tech-

nology” refers to tools and systems such as Inter-

net of Things (IoT) devices, automation systems, and

the technical skills necessary for programming, data

analysis, and problem-solving. Computing educa-

tion demands mastering complex theoretical concepts

through hands-on experimentation and application.

Although computing concepts are universal, the tran-

sition from theory to practice is complicated by bilin-

gual instruction, differences in pedagogical styles,

and students’ non-technical backgrounds.

To address these challenges, this research inves-

tigates the barriers faced by students in Electronics

and IoT, Automation and Embedded Systems courses

within the Sino-NZ cooperative program. By examin-

ing how these barriers impact educational quality and

student outcomes, the study seeks to provide action-

able, evidence-based solutions for enhancing learning

and teaching practices. The insights gained will bene-

ﬁt not only this program but also similar cross-cultural

and interdisciplinary educational initiatives.

Our research question is: “What barriers hin-

der the effective transition from theoretical knowl-

edge to practical skills in computing education within

Dai, F., Robins, A., Peng, Z., Huang, W., Tan, C.-P. and Chen, T.

A Preliminary Investigation into Theory-Practice Barriers in Sino-New Zealand Undergraduate Computing Education.

DOI: 10.5220/0013358900003932

In Proceedings of the 17th International Conference on Computer Supported Education (CSEDU 2025) - Volume 1, pages 529-537

ISBN: 978-989-758-746-7; ISSN: 2184-5026

529

the Sino-NZ double-degree programme at our Univer-

sity?”

The remainder of this paper is structured as fol-

lows: Section 2 reviews existing research and identi-

ﬁes gaps relevant to this study. Section 3 details the

research methodology, including survey design, data

analysis techniques, and study limitations. Section 4

presents the results, focusing on the learning chal-

lenges and barriers identiﬁed, students’ experiences

and resources, and their interests and career aspira-

tions. Section 5 proposes solutions for overcoming

these barriers. Finally, Section 6 concludes the study

and suggests directions for future research.

2 RELATED WORK

Research on bridging theory-practice gaps in comput-

ing education spans three key areas: applying the-

oretical knowledge to practice, identifying theory-

practice barriers, and developing methods to bridge

these gaps.

The ﬁrst area focuses on applying knowledge

from theory to practice, encompassing studies on

undergraduate computing courses (Eckerdal et al.,

2024; King, 2021; Nascimento et al., 2019), teacher’s

practices (King, 2021; Randi and Corno, 2007;

Bouzguenda, 2013; Zyad, 2016; Tedre and Pajunen,

2022; Yılmaz et al., 2016; Catet

e et al., 2020), and

secondary school education (Hayes and Overland,

2023; Samarasekara et al., 2024). These studies high-

light the importance of bridging theoretical concepts

with practical skills, emphasizing hands-on experi-

ences to reinforce learning outcomes in computing

curricula. For example, Eckerdal et al. (2024) demon-

strates how project-based learning signiﬁcantly im-

proves students’ ability to translate abstract concepts

into practical solutions, while Hayes and Overland

(2023) explores inclusive approaches in secondary

schools that foster early computational thinking.

The second area examines the barriers that im-

pede effective learning and application. Challenges

include those faced by women in computer science

education (Scragg and Smith, 1998; Bock et al., 2013;

Kordaki and Berdousis, 2020), broader student learn-

ing obstacles (Pappas et al., 2017; Schulte and Kno-

belsdorf, 2007), and pedagogical issues from the

teacher’s perspective (Belland, 2009; Aﬂalo, 2014;

Gretter et al., 2019; Zyad, 2016). Additionally, bar-

riers in coding bootcamps (Thayer and Ko, 2017;

Thayer, 2020) and high school education (Wang and

Hejazi Moghadam, 2017; Samarasekara et al., 2022)

further highlight structural and systemic challenges.

For instance, Thayer and Ko (2017) analyze how in-

adequate preparation and lack of mentorship hinder

the success of bootcamp graduates, while Schulte and

Knobelsdorf (2007) address the role of student atti-

tudes in learning efﬁcacy.

The third area explores solutions to bridge

theory-practice gaps, such as computing education

projects (Gelonch-Bosch et al., 2017; Martin, 2004;

Giacaman and De Ruvo, 2018), curriculum revi-

sions (Young, 2003; Janse van Rensburg, 2020), and

AI-driven tools (Murtaza et al., 2024). For exam-

ple, Giacaman and De Ruvo (2018) propose a novel

project-based learning framework that integrates real-

world scenarios, while Murtaza et al. (2024) discuss

the application of generative AI in personalizing com-

puting education. These approaches highlight innova-

tive ways to adapt teaching strategies and foster expe-

riential learning.

While existing studies offer valuable insights, they

rarely capture the unique dynamics of cross-cultural,

double-degree programs like the Sino-New Zealand

arrangement.

3 RESEARCH METHOD

3.1 Survey Design and Data Collection

To investigate the learning challenges and barriers

faced by students in courses that integrate both the-

oretical and practical tasks, we designed a struc-

tured questionnaire targeting students in the Sino-

New Zealand educational programme. The question-

naire consisted of 20 multiple-choice questions and 2

open-ended questions, organized into four main sec-

tions: (1) Demographic Information, (2) Learning

Challenges and Barriers, (3) Students’ Experiences

and Resources and (4) Final Remarks.

Most questions employed a 5-point Likert scale

ranging from “Strongly Disagree” to “Strongly

Agree,” with an option to skip questions to ensure

participant comfort. Open-ended questions were in-

cluded to capture nuanced feedback and suggestions

beyond the scope of the predeﬁned questions.

Before distribution, a pilot test was conducted

with six participants from the target population to re-

ﬁne the questionnaire. Feedback from the pilot led

to clarifying ambiguous terms, incorporating concrete

examples, and streamlining the survey to minimize

completion time without sacriﬁcing data quality.

Participants were drawn from one major within

the 2021 cohort of the Sino-New Zealand double-

degree programme. The majority of participants had

a background in literature and arts, reﬂecting limited

exposure to science courses in high school. Data were

CSEDU 2025 - 17th International Conference on Computer Supported Education

530

collected using Jinshuju (Jinshuju, 2024), a Chinese

online survey platform comparable to SurveyMonkey

or Qualtrics. Out of 83 initial submissions, 76 valid

responses were analyzed after excluding one incom-

plete submission and six pilot test responses.

The survey was administered in Chinese to ac-

commodate participants’ language preferences. The

ﬁrst author later translated responses into English

to facilitate analysis. A complete translated ver-

sion of the survey is provided at https://github.com/

TravisDai/CSEDU appendix.

3.2 Data Analysis

The collected data were analyzed using both quanti-

tative and qualitative methods:

Quantitative Analysis. Multiple-choice re-

sponses were exported to Excel and analyzed using

Python to generate visualizations such as bar charts.

This analysis revealed patterns and trends, identifying

prevalent barriers and their impact on students.

Qualitative Analysis. Open-ended responses

were reviewed for typographical errors and irrelevant

content before coding. An iterative coding process

was used to categorize responses into themes, focus-

ing on common ideas and suggestions.

To ensure reliability, the initial analysis conducted

by the ﬁrst author was independently reviewed by

other authors. Discrepancies were discussed and re-

solved through consensus. This collaborative ap-

proach enhanced the robustness of the ﬁndings by

combining quantitative trends with in-depth qualita-

tive insights.

3.3 Study Limitations

This study has several limitations that may affect the

generalizability of its ﬁndings:

Participant Demographics. All participants were

from a single major within the Sino-New Zealand

programme and predominantly had literature and arts

backgrounds.

Survey Scope. The questionnaire concentrated on

student learning challenges, barriers, and experiences,

without exploring broader perspectives such as fac-

ulty insights or institutional factors, which could pro-

vide additional context.

Translation Bias. Responses were translated into En-

glish by the ﬁrst author, which could introduce bias

despite careful attention to accuracy.

Sample Size and Diversity. The relatively small

sample size and lack of demographic diversity limit

the ability to generalize ﬁndings.

4 RESULTS

4.1 Learning Challenges and Barriers

The ﬁrst part of the questionnaire explored the dif-

ﬁculty in understanding theoretical concepts, chal-

lenges in applying theoretical knowledge to practical

tasks, barriers in the theory-to-practice transition, and

their impacts.

4.1.1 Difﬁculty in Understanding Theoretical

Concepts

All 76 participants rated the difﬁculty of understand-

ing theoretical concepts in their computing courses.

A signiﬁcant majority (96.1%) found these concepts

challenging (see Table 1). This indicates that many

students struggle with theoretical aspects, suggesting

a need for interventions to make theoretical material

more accessible.

Table 1: Perceived Challenging Levels in Understanding

and Applying Theory.

Difﬁculty

Level

Understanding

Concepts (N=76)

Applying

Theory (N=76)

Very Easy 1 (1.3%) 1 (1.3%)

Easy 2 (2.6%) 2 (2.6%)

Moderate 24 (31.6%) 16 (21.1%)

Difﬁcult 31 (40.8%) 35 (46.1%)

Very Difﬁcult 18 (23.7%) 22 (28.9%)

4.1.2 Challenges in Applying Theoretical

Knowledge to Practical Tasks

Participants were also asked about the challenging

level of applying theoretical knowledge to practi-

cal tasks in their computing courses. Most students

(96.1%) reported challenges in this area (see Table 1).

This underscores a signiﬁcant issue in the practical

application of theoretical concepts within computing

courses.

4.1.3 Three Barriers in the Transition from

Theory to Practice

To understand the barriers students face, participants

were asked to choose three barriers they believe have

the worst impact on their computing courses. Eleven

barrier options were provided, along with three open-

ended entries for additional barriers. All 76 partici-

pants responded to this question. The top three barri-

ers identiﬁed were: (1) Insufﬁcient prior knowledge

of key computing concepts; (2) Language barriers

to understanding course materials; (3) Difﬁculty

grasping abstract theoretical concepts (see Fig. 1).

A Preliminary Investigation into Theory-Practice Barriers in Sino-New Zealand Undergraduate Computing Education

531

Figure 1: Barriers Distribution in Theory-to-practice Tran-

sition by Participants.

Other notable barriers included differences between

NZ and Chinese courses, overwhelming course work-

load, and limited access to necessary technology or

software. These ﬁndings highlight the complexity of

the barriers and their relevance to the research ques-

tion, suggesting a need for comprehensive and inter-

connected strategies to address these challenges.

4.1.4 Impact of Identiﬁed Barriers

Participants were asked to quantify the impact of the

identiﬁed barriers on their studies. From Fig. 2, we

know that insufﬁcient prior knowledge and language

barriers were reported to have moderate to severe im-

pacts by most respondents, with some experiencing

extreme difﬁculties. In contrast, differences between

NZ and Chinese courses were seen as having slight to

moderate impacts, indicating a less severe overall ef-

fect. Limited access to necessary technology or soft-

ware showed varied impacts, emphasizing the impor-

tance of providing adequate technological resources

to support learning.

Figure 2: Impact Distribution of Barriers.

4.2 Students’ Experiences and

Resources

The second part of the questionnaire explored par-

ticipants’ experiences of the resources provided, as

well as their overall engagement. We aimed to un-

derstand how their previous educational background,

the resources provided, and their engagement inﬂu-

enced their current learning experiences in computing

courses.

4.2.1 Prior Knowledge

All 76 participants responded to the question about

their computing experience level before entering their

current courses. The vast majority (94.8%) re-

ported having little or no prior computing knowl-

edge (see Table 2). Only a small fraction rated their

prior knowledge as “Intermediate” or “Expert.” When

asked about the extent to which their previous com-

puting experience helped them perform well in their

courses, 53.9% of participants responded. Of these,

most found their prior experience helpful to some de-

gree, while a small number felt it was not helpful at

all (see Table 3).

Table 2: Distribution of Computing Experience Levels.

Experience Level Responses (N=76)

No Experience 35 (46.1%)

Beginner 37 (48.7%)

Intermediate 3 (3.9%)

Expert 1 (1.3%)

Table 3: Helpfulness of Prior Computing Experience.

Helpfulness Level Responses (N=41)

Not at all 3 (7.3%)

Slightly 19 (46.3%)

Moderately 13 (31.7%)

Very 4 (9.8%)

Extremely 2 (4.9%)

4.2.2 Engagement and Its Impact

All 76 participants responded to the question about

their level of engagement in computing courses. The

majority reported being engaged to some extent, with

93.4% indicating some level of engagement and only

6.6% stating they were “minimal” engaged (see Ta-

ble 4). When asked whether their level of engage-

ment affects their learning and helps overcome learn-

ing barriers, most participants agreed, with 60.5% ex-

pressing agreement and 32.4% holding a neutral per-

spective (see Table 5). Only a small percentage (7%)

disagreed.

CSEDU 2025 - 17th International Conference on Computer Supported Education

532

Table 4: Student Engagement Level in Computing Courses.

Engagement Level Responses (N=76)

Not at all 5 (6.6%)

Slightly 16 (21.1%)

Moderately 41 (53.9%)

Very 8 (10.5%)

Extremely 6 (7.9%)

Table 5: Impact of Engagement on Learning.

Agreement Level Responses (N=74)

Strongly Disagree 2 (2.8%)

Disagree 3 (4.2%)

Neutral 23 (32.4%)

Agree 41 (57.7%)

Strongly Agree 2 (2.8%)

4.2.3 Support from Lecturer and Teaching

Assistant

Participants were asked about the extent to which

support from lecturers and teaching assistants (TA)

helped them overcome barriers. All 76 participants

responded, with 90.8% indicating that the support was

helpful to some degree, and only 9.2% stating they

gained no help (see Table 6). These results indicate

that support from lecturer and TA plays a crucial role

in helping students overcome barriers in their comput-

ing courses. The majority found the support at least

somewhat helpful, highlighting the importance of ac-

cessible and supportive instructors.

Table 6: Helpfulness of Lecturer and TA Support.

Helpfulness Level Responses (N=76)

Not at all 7 (9.2%)

Slightly 20 (26.3%)

Moderately 36 (47.4%)

Very 11 (14.5%)

Extremely 2 (2.6%)

4.2.4 Impact of the Transition from Chinese to

New Zealand Educational Systems

All 76 participants responded to the question about

how various cultural teaching methodologies, such as

independent learning versus rote memorization-based

approaches, inﬂuence their learning experiences and

outcomes. Responses revealed three distinct view-

points: 55.3% perceived the transition as having a

negative impact on their learning experience, 21.1%

reported no impact, and 23.7% perceived a positive

impact (see Table 7).

Table 7: Impact of Transition from Chinese to NZ Educa-

tion System.

Impact Level Responses (N=76)

Negative 13 (17.1%)

Slightly Negative 29 (38.2%)

None 16 (21.1%)

Slightly Positive 16 (21.1%)

Positive 2 (2.6%)

4.2.5 Advice on Improving Courses

In their open-ended responses, students offered sev-

eral suggestions for enhancing the courses. Key

themes emerged, including:

Emphasize English Proﬁciency and Fundamental

Knowledge. Students (N=7) express language and

technical barriers in their study. Two students ad-

vised, “We need to enhance our English and computer

background, then carry out relevant practice.”

Strengthen the Explanation of Technical

Terms/Knowledge in Lecture and Provide

More Demonstrations in Lab. Students (N=6)

request more explanations with examples to help

them understand these abstract concepts and need

more demonstrations of how to use IoT components.

One mentioned: “Lecturers could focus more on the

practical aspects of courses and present theory more

interestingly and understandably”.

Provide In-Time Translation in Class and After-

Class Videos to Help Students Better Understand.

Students (N=3) request in-time translation and more

videos to help them learn and understand. One stated:

“Increase the range of available after-class videos and

translations to help students better understand the ma-

terial”.

4.3 Interest and Career Aspiration

The third part of the questionnaire explored partic-

ipants’ interests and career aspirations. We aim to

understand how these factors inﬂuenced their current

learning experiences in computing courses.

4.3.1 Interest in Computing Field

Participants were asked about their interest in the

computing/computer science ﬁeld. As shown in Ta-

ble 8, a signiﬁcant portion (43.4%) remained neu-

tral, neither agreeing nor disagreeing, while 39.5%

expressed a lack of interest in computing. Only 17.1%

indicated that they are interested in computing. These

ﬁndings suggest that many students are indifferent or

uninterested in computing, with only a minority ex-

pressing interest.

A Preliminary Investigation into Theory-Practice Barriers in Sino-New Zealand Undergraduate Computing Education

533

Table 8: Interest Distribution in Computing Field.

Interest Level Responses (N=76)

Strongly Disagree 7 (9.2%)

Disagree 23 (30.3%)

Neutral 33 (43.4%)

Agree 11 (14.5%)

Strongly Agree 2 (2.6%)

4.3.2 Career Aspiration

For students who did not disagree with the statement

regarding their interest in computing, we further ex-

amined the alignment between their career aspirations

and interests. As illustrated in Table 9, the major-

ity (69.6%) neither agreed nor disagreed, indicating

a neutral stance, while 26% agreed that their career

aspirations align with their interests. Only a small

portion disagreed. This suggests that while some

students have a clear alignment between their career

goals and interests, the majority remain undecided or

neutral.

Table 9: Career Aspirations and Family Inﬂuence.

Response Aspirations

Align (N=46)

Family Inﬂu-

ence (N=29)

Strongly Disagree 0 (0.0%) 1 (3.4%)

Disagree 2 (4.3%) 7 (24.1%)

Neutral 32 (69.6%) 15 (51.7%)

Agree 10 (21.7%) 3 (10.3%)

Strongly Agree 2 (4.3%) 3 (10.3%)

For students who disagreed with the statement

regarding their interest in computing, we explored

whether parents, relatives, and friends inﬂuence their

career aspirations. As shown in Table 9, over half

(51.7%) neither agreed nor disagreed, 27.5% dis-

agreed, and 20.6% agreed that their career aspirations

are affected by family and friends. This suggests that

while external factors inﬂuence some students in their

career decisions, many remain neutral or unaffected.

4.3.3 Motivation Related to Career

Participants whose career aspirations align with their

interests were asked whether a career in computing

motivates them and eases overcoming course barri-

ers. As shown in Table 10, over half (54.4%) agreed,

43.5% were neutral, and a few disagreed. This sug-

gests that alignment between career goals and inter-

ests is a signiﬁcant motivator, though the substantial

neutral response implies other factors also inﬂuence

motivation.

Participants inﬂuenced by parents, relatives,

or friends were asked whether pursuing a non-

computing career adds difﬁculty to engaging with the

Table 10: Career Motivation and Difﬁculty in Course due to

Non-computing Career.

Response Motivation from

Career (N=46)

Difﬁculty in

Course (N=28)

Strongly Disagree 0 (0.0%) 2 (7.1%)

Disagree 1 (2.2%) 3 (10.7%)

Neutral 20 (43.5%) 9 (32.1%)

Agree 20 (43.5%) 11 (39.3%)

Strongly Agree 5 (10.9%) 3 (10.7%)

course. Table 10 shows that half agreed, 32.1% were

neutral, and a small fraction disagreed, indicating that

external inﬂuences may complicate engagement with

computing courses.

4.3.4 Advice on Study Strategy or Study

Resources for Junior Students

In their open-ended responses, students offered valu-

able advice for junior students beginning their com-

puting studies. Key themes emerged, emphasizing the

importance of foundational skills and proactive learn-

ing approaches.

Maintain Open Communication with Instructors.

Students (N=7) emphasized the importance of inter-

acting with teachers. One suggested, “Learn about

computer knowledge and strengthen contact with

teachers.” Building relationships with instructors can

provide additional support, clarify doubts, and en-

hance overall understanding.

Engage Attentively in Class and Practice Regu-

larly. Students (N=7) stressed the need to be attentive

during lectures and to engage in consistent practice.

One comment encapsulated this sentiment: “Listen

carefully in class and practice more.” Active partic-

ipation and regular practice are seen as key to inter-

nalizing computing concepts.

Focus on Learning English and Computer Knowl-

edge. Students (N=6) highlighted the necessity of

learning English alongside foundational computer

knowledge. One advised, “Focus on learning English

and computer knowledge.” Proﬁciency in English is

crucial, given that much of the computing literature

and resources are in this language.

5 PROPOSED SOLUTIONS

To overcome these barriers and support students in

their transition from theoretical knowledge to practi-

cal skills, a multifaceted approach is essential. Below

are detailed solutions supported by evidence from ed-

ucational research:

CSEDU 2025 - 17th International Conference on Computer Supported Education

534

1. Enhancing Foundational Knowledge and Lan-

guage Proﬁciency

Barriers Addressed: Insufﬁcient prior knowledge,

language barriers, difﬁculty understanding theoretical

concepts.

• Implement structured preparatory pathways that

integrate bridging courses, language assistance,

tutoring, and mentorship programs. These should

cover computing fundamentals, technical vocabu-

lary, and bilingual materials, leveraging peer men-

torship to address both technical and linguistic

challenges (Zyad, 2016).

• Leverage AI-powered tools, such as Large Lan-

guage Models (LLMs), to provide real-time trans-

lation and contextualized computing explana-

tions. Unlike basic translation tools (e.g., Google,

Baidu Translate), LLMs handle domain-speciﬁc

terminology, offer interactive explanations, and

reduce the cognitive load of learning technical

content in a second language (Molina et al., 2024).

• Establish language assistance programmes, in-

cluding technical vocabulary courses and bilin-

gual materials. Tailored language support has

been linked to reduced academic stress and im-

proved outcomes (Gretter et al., 2019).

2. Bridging Educational Systems and Promoting

Cultural Support

Barriers Addressed: Differences in educational sys-

tems, cultural differences, language barriers.

• Offer orientation sessions or student exchange

programs to acclimate students to differences be-

tween NZ and Chinese educational systems. Tran-

sition programmes have proven effective for inter-

national students (Phillips, 2005).

• Conduct cultural integration workshops to foster

mutual understanding between students and ed-

ucators. Linking these workshops with orien-

tation sessions can provide a cohesive approach

to addressing cultural differences, language chal-

lenges, and adaptation to different educational

systems. Enhancing cultural awareness helps re-

duce misunderstandings and improve classroom

dynamics (Hasker and Harriehausen-Muhlbauer,

2007).

• Organize activities such as English Corners to

improve language skills and cultural familiarity,

promoting active learning (Hayes and Overland,

2023).

3. Fostering Interest in Computing and Career

Guidance

Barriers Addressed: Lack of interest in computing,

unclear career pathways.

• Provide career counselling services or academic

support to align academic content with career

goals, which motivates students (Martin, 2004).

• Establish mentorship programmes connecting stu-

dents with industry professionals/academic schol-

ars to inspire and guide them (Resch and

Schrittesser, 2023).

• Highlight diverse computing applications through

case studies and real-world examples, which ef-

fectively increase engagement (Giacaman and

De Ruvo, 2018).

4. Providing Technological Resources and Manag-

ing Workload

Barriers Addressed: Limited access to technology,

difﬁculty with practical tasks, overwhelming work-

load.

• Ensure access to technology and software through

computer labs, software licenses, and loaner lap-

tops. Provide user-friendly resource guides to fa-

cilitate the effective use of these tools, as they

are essential for bridging the theory-practice gap

(Thayer and Ko, 2017).

• Design balanced curricula integrating theory

and practice while avoiding excessive workloads

(Aﬂalo, 2014).

• Offer time management and study skills work-

shops that are linked to reduced stress and im-

proved academic outcomes (Reimer, 2019).

5. Adapting Teaching Methods to Increase En-

gagement

Barriers Addressed: Difﬁculty understanding theoret-

ical concepts, applying theory to practice, lack of in-

terest in computing.

• Introduce curricular adjustments and instructional

strategies that integrate practical exercises and

career-oriented learning approaches to enhance

student engagement and improve the transition

from theory to practice (Drymiotou et al., 2021).

• Implement ﬂipped classrooms to encourage active

learning during class time (Eckerdal, 2015).

• Highlight real-world applications of computing to

demonstrate relevance and foster interest (Young,

2003).

Grounding these solutions in research ensures

their reliability and applicability. Together, they cre-

ate a supportive learning environment addressing the

diverse needs of students and enhancing academic

outcomes.

A Preliminary Investigation into Theory-Practice Barriers in Sino-New Zealand Undergraduate Computing Education

535

6 CONCLUSIONS AND FUTURE

WORK

This study identiﬁes signiﬁcant barriers to the effec-

tive transition from theoretical knowledge to prac-

tical skills in the Sino-NZ double-degree comput-

ing programme. Key challenges include insufﬁcient

foundational knowledge, language barriers, cultural

and pedagogical differences, and an overwhelming

course workload. Additionally, student interest, mo-

tivation, and career aspiration can further exacer-

bate these challenges. Addressing these issues re-

quires an integrated, multi-faceted approach. Strate-

gies such as preparatory bridging courses, targeted

language support, and culturally responsive teaching

methods are essential to creating an inclusive and ef-

fective learning environment. The proposed interven-

tions include tailored mentorship programmes, bal-

ancing theoretical and practical content in the curricu-

lum, and fostering student interest through real-world

applications of computing. By implementing these

strategies, the programme can better equip students

to overcome learning barriers and achieve academic

and professional success. Furthermore, these ﬁndings

offer valuable insights for similar cross-cultural edu-

cational initiatives.

Future work should involve collaboration with

faculty and administrators to assess the feasibility of

integrating support mechanisms, such as supplemen-

tal tutorials and mentorship programs, without over-

burdening the existing curriculum. Longitudinal stud-

ies are essential to evaluate the long-term impacts of

the proposed interventions on students’ academic per-

formance and career trajectories. Comparative analy-

ses with other international cooperative programmes

could also identify universal challenges and effective

solutions.

ACKNOWLEDGEMENTS

This work has been supported by the EIT Internal Re-

search Project (Ref: EA02240124).

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