The internationalization of higher education has transformed global academic landscapes, fostering transnational partnerships and cross-cultural collaboration. In China, Sino-Foreign Cooperative Education (SFCE) programs have become a major vehicle for integrating international educational resources with domestic practices. This study explores the teaching approaches employed by local and foreign language teachers within SFCE programs, focusing on their strategies, challenges, and impact on English language learning. Using the College of International Business at Shenyang Normal University as a case study, the research investigates how differing pedagogical traditions foreign teachers’ communicative, student-centered methods and local teachers’ exam-oriented, teacher-centered approaches interact in bilingual classroom settings. The study employs a multiple case study design to examine teaching practices, collaboration, and student outcomes. Findings aim to enhance understanding of intercultural pedagogical integration, inform teacher development, and improve the quality of English instruction in cooperative colleges. Ultimately, this research contributes to optimizing English language education in China’s internationalized higher education system.
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