Sustainability and Quality Assurance of Online Education Models in Chinese Higher Education in the Post-Pandemic Era

Abstract

In the post-pandemic era, online education has expanded rapidly across Chinese higher education, raising complex challenges for sustainability and quality assurance. This study employs a narrative literature review with embedded critical synthesis, complemented by an exploratory case study of representative institutional practices between 2019 and 2025. While prior research has addressed technical deployment and teacher adaptation, it often lacks systematic evaluation frameworks and equity-focused analysis. By reviewing both domestic and international scholarship, this study identifies persistent gaps in quality assurance, particularly the absence of unified standards, weak interaction design, and limited student-centered approaches. It also critiques the over-reliance on survey data and
the scarcity of longitudinal, cross-institutional evaluations. Through an analysis of key cases such as Rain Classroom and Peking Online, the study reveals how platform proliferation has driven innovation while simultaneously widening digital divides and intensifying data governance risks. In response, the paper proposes actionable strategies, including nationalized QA indicators, adaptive platform design, and targeted support for
disadvantaged learners. It further introduces blended learning frameworks tailored to institutional diversity, promoting integration of online and traditional modalities. The findings offer both theoretical grounding and practical pathways for advancing equitable, high-quality, and sustainable digital education in China.