Reflective practice as a strategy for early career academics: addressing challenges in the Chinese higher education system

This mixed-methods study examines how reflective practice helps early career academics (ECAs) navigate challenges in China’s expanding higher education system. Combining interviews with 22 ECAs and a survey of 210 academics from 30 universities, we identify three key stressors: time scarcity for meaningful research, metrics-induced ‘pan-anxiety’, and manipulative leadership practices. Findings reveal that ECAs employing structured reflective practices (e.g. teaching/research diaries, peer reflection) demonstrated better task prioritization and stronger teaching – research alignment. Quantitative analyses confirm that: (a) supportive culture enhances teaching – research synergy; (b) reflective practice correlates with reduced anxiety and improved synergy; (c) institutional pressures undermine synergy; and (d) reflective practice buffers pressure – anxiety relationships. The study contextualizes reflective practice theory within China’s unique academic ecosystem, proposing actionable strategies for ECAs while advocating institutional reforms to sustain scholarly development. These insights contribute to global discussions on academic resilience and pedagogical integration.