Since the beginning of the 21st century, China's education for international students has seen rapid growth, making it the third largest destination for international students globally and the largest in Asia. This growth occurs against a backdrop of intensifying global economic competition and increasingly fierce competition for international talent, with rising societal interest in the benefits of international higher education. In this context, education for international students in China not only presents new opportunities but also faces significant challenges and conflicts. At the same time, the expansion of mass education in China's higher education sector has highlighted the urgent need to enhance the educational quality for international postgraduate students. Recent incidents where international postgraduate students have been persuaded to discontinue their studies highlight the difficulties they face in academic adaptation. Although research on the academic adaptation of international students is becoming increasingly rich both domestically and internationally, there is still a critical need for deeper investigation into the academic adaptation of those coming to study in China. In response, researchers have developed the "academic adaptation scale for International Postgraduate Students in China" and analyzed 300 survey responses. Statistical analysis using SPSS and AMOS software shows that the academic adaptation level of these students is moderate. Those taught in Mandarin face greater challenges in their coursework than their peers. This finding underscores the importance of improving classroom teaching and enhancing language skills to boost the adaptability of international students studying in China. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]