Between Borrowing and Embedding: The Institutionalization of French Educational Models in China

Abstract This research employs a historical institutionalist lens to examine the evolution and structural dynamics of Sino-French cooperative education in higher education. Through a mixed-methods design integrating historical analysis, policy review, and quantitative data, the research traces three developmental phases shaped by critical junctures in policy and bilateral relations. Findings reveal a structurally concentrated system dominated by elite partnerships in engineering and coastal regions, reflecting strategic alignment with national STEM priorities but also highlighting tensions in equity, systemic integration, and pedagogical adaptation. The study contributes theoretically by demonstrating the path-dependent nature of transnational educational cooperation and the complex localization of foreign models. It offers practical insights for policymakers seeking to balance strategic alignment with sustainable and inclusive partnership design.