It is once again the beginning of a new academic year. After completing registration and the opening ceremony, the 2026 preparatory students at Communication University of China officially embarked on a fulfilling and exciting preparatory study journey.
From August 31 to September 4, the International Education Division of the Center for Education Development systematically organized a series of orientation education week activities for new students around seven areas: university rules and regulations, assessment and class placement, academic planning, growth guidance, patriotic education, psychological well-being and empowerment, and campus safety, guiding students to smoothly complete their transition of identity and build up strength for their studies overseas.
01 Orientation Class Meeting: Getting to Know CUC and Establishing Rules and Direction
Each program held an orientation class meeting for new students. Counselors led students to gain an “immersive” understanding of the CUC campus in class, introducing campus resources such as the library, practical training facilities, and student activity center one by one. The meeting focused on interpreting the student management regulations for international preparatory programs and clarifying the codes of conduct item by item; it also provided detailed explanations of the scholarship evaluation rules, stimulating students’ motivation to strive for excellence in their studies. The class meeting featured question-and-answer interactions on preparatory study planning, adapting to campus life, and confusion regarding cross-cultural learning. Through communication, the new students alleviated their sense of unfamiliarity, further established an awareness of rules, and strengthened their sense of belonging to their classes.
02 IELTS Placement Test: Learning through Assessment and Tiered Instruction
On August 31, the International Preparatory Program organized an IELTS placement test for new students in the 2026 cohort who are on the track for English-speaking countries. The test covered the four modules of listening, speaking, reading, and writing, providing a comprehensive assessment of the students’ language foundations. Based on the assessment results, the program scientifically divided students into classes and reasonably planned the pace of instruction, ensuring that every student would enter an instructional pace matching their own level from the beginning of the course, thereby achieving individualized instruction and targeted development.
03 Study Planning Lectures: Precise Alignment and Support for Overseas Study
To meet the academic transition needs of students pursuing different overseas study destinations, the International Education Division launched a series of multilingual academic planning lectures during this year’s orientation education week. The lectures covered four tracks—English, Korean, Japanese, and Spanish—and provided students in each program with tailored language development plans, ranging from language learning pathways to examination preparation strategies.
English Learning Methods
Andrew Hillman, a senior lecturer at the British Council, gave a special lecture on English learning methods for new students on the English-speaking countries track. At the beginning of the lecture, he conveyed three key points about language learning to the new students through “True or False”: one does not need to be overseas to learn English well; British English and American English do not require choosing between the two; and one should not rely excessively on Chinese translation when memorizing vocabulary. Subsequently, Andrew explained practical methods for improving speaking fluency, memorizing vocabulary collocations, and pronunciation training (stress, linking, and intonation) on site, and, in conjunction with the Common European Framework of Reference for Languages, guided students to set specific and measurable language goals, recommending that new students enter a rhythm of “promoting learning through examination” from the very beginning of their studies.
Academic Planning for Less Commonly Taught Languages
▲From left to right: Korean Program, Japanese Program, Spanish Program
New students on the Korean, Japanese, and Spanish tracks respectively attended academic planning lectures for the corresponding languages. The lectures covered dimensions including language learning pathways, examination preparation strategies, and national cultural contexts. Many new students said that through the lectures, they not only clarified the direction of their language learning but also became more expectant of their future overseas study life.
The four lectures closely focused on the academic standards and cultural characteristics of different overseas study destinations. From language improvement to cultural adaptation, they helped students in each program clarify their direction and strengthen their confidence at the starting stage, enabling them to move toward overseas classrooms with greater composure.
04 Lecture on National Conditions: Understanding the World and Shouldering Responsibilities
Zhao Xuebo, Professor and doctoral supervisor at the School of Government and Public Affairs of Communication University of China, gave a special lecture entitled “The Current International Situation and the Historical Responsibilities of University Students.” Based on the overall development of the country, the lecture systematically reviewed the development achievements China has made in areas including economic development, the industrial system, infrastructure, poverty alleviation, and scientific and technological innovation; provided an in-depth analysis of the evolution of the current international landscape and the opportunities and challenges facing China’s development; and profoundly explained the historical mission shouldered by young people in the new era. He encouraged the students to acquire professional knowledge, strengthen their ideals and convictions, care about major affairs in the world, establish correct views on the world, life, and values, strengthen the “Five Confidences,” and enhance their awareness of national security.
He hoped that preparatory students would enhance their awareness of data security and cyber civility during their studies and daily lives overseas, observe norms and maintain boundaries in academic research, social interactions, and daily Internet use.
05 First Lesson of the New Academic Year: Anchoring Goals and Embarking on a New Preparatory Journey
Shu Pengyi, Director of the International Education Division, based on the educational objectives of the one-year and two-year programs, provided academic advice in response to students’ individualized development needs. He shared the growth stories and admission results of outstanding students from previous cohorts, using vivid and authentic examples of role models to inspire all the new students, and led all students in reading the Student Handbook, reiterating the various management requirements of the program, guiding everyone to plan their time reasonably and actively participate in campus practical activities, and integrating their feelings for their country and their personal ideals into every day of the preparatory stage.
06 Mental Health Lecture: Embracing Oneself and Empowering Growth
Teachers focused on the challenges that students may face in the future and, through emotion recognition, the teaching of methods, and psychological assessments, helped students master practical methods of emotional regulation and learn to explore themselves inwardly; counselors simultaneously introduced psychological assistance channels both on and off campus, guiding students to face their psychological needs and actively seek support, so as to welcome their preparatory study and life in a healthy physical and mental state.
07 Safety Knowledge Lectures: Recognizing Risks, Knowing How to Prevent Them, and Safeguarding SafetyFire Safety Lecture
Using real cases as warnings, the lecture systematically explained emergency knowledge including the “three simultaneous” requirements for fire response, key points for calling 119, and the “four capabilities” of fire safety; subsequently, all students entered the practical session in batches, experiencing the use of fire-extinguishing equipment under the guidance of safety personnel and mastering the fire-extinguishing techniques of “lift, pull, hold, and press.” From “not daring to approach” to “I can put it out,” the students strengthened their safety awareness of “knowing risks, understanding protection, and knowing how to respond” through the practical fire safety exercises.
This article was translated with AI assistance.
Editor: Fang Yiran
