Evaluating Homeschooling in the Chinese Context: Potentials, Limitations, and Implications for Educational Practice during COVID-19

Abstract

The global outbreak of the COVID-19 pandemic in 2019 triggered unprecedented disruptions to educational systems worldwide, necessitating a rapid transition from traditional classroom instruction to alternative educational models. Homeschooling, previously a niche practice in many countries, emerged as a primary—and often mandatory—strategy to ensure educational continuity. Focusing on China—a nation characterized by a large-scale, examination-oriented education system—this paper examines the potentials and limitations of homeschooling during the pandemic. Through a systematic review of academic literature, government reports, and empirical case studies (e.g., Zhenjiang Experimental School), this study identifies three core advantages of homeschooling: personalised learning tailored to individual student needs, enhanced development of critical thinking and self-motivation, and strengthened parent–child relationships. Correspondingly, it highlights several limitations, including educational inequality stemming from unequal access to resources, risks of social isolation for students, and excessive parental pressure or intervention. Drawing on China’s experience, the paper proposes four targeted strategies to optimise homeschooling implementation: developing adaptive digital learning resources, fostering school–family collaboration, integrating inquiry-based learning modules, and encouraging student participation in curriculum design. This research contributes to ongoing discussions on building resilient, student-centred education systems capable of withstanding unforeseen crises, while providing actionable insights for policymakers, educators, and families.