The SoTL Knowing-Doing Gap: A Bayesian Analysis Across Reflection Levels in Chinese Universities

The Scholarship of Teaching and Learning (SoTL) is increasingly recognized as crucial for enhancing teaching quality in higher education, yet its effective implementation varies across contexts. In China, the "Double First-Class" initiative highlights the importance of teaching excellence, making SoTL a key priority. This study investigates the gap between faculty's SoTL perceptions (knowledge and beliefs) and behaviours (classroom practices) across three levels of reflection – content, process, and premise – using Bayesian repeated-measures ANOVA. Analysing data from 488 faculty members across 16 Chinese provinces, this study found a significant interaction between reflection type and the perception-behaviour gap. The gap was most pronounced for process reflection, indicating challenges in translating student-centred pedagogies into practice. Premise reflection showed a smaller, less conclusive gap, while content reflection showed minimal difference between perception and behaviour. This study identifies key contributing factors include institutional pressures (e.g., research-focused evaluations) and cultural influences (e.g., Confucian traditions). This study proposes targeted faculty development and systemic reforms to bridge this gap, advancing SoTL theory by integrating cultural and institutional perspectives and offering evidence-based strategies for improving undergraduate education in China and similar contexts.