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The paradox of Chinese learners refers to a contrast between poor learning approaches and high achievement in China, which reveals a lack of sustainability in Chinese education. In addressing this paradox, Jin Li stood out by studying culture-based learning concepts and providing a comprehensive theoretical framework of the Eastern virtue model versus the Western mind model. However, this framework has not been thoroughly tested in the age of global cultural exchange, and the best learning model for learners has not been determined. This paper used both qualitative (replicating Li’s word association test) and quantitative methods to retest and enrich Li’s theory in present-day China, using four empirical studies. Studies 1 and 2 revealed the influence of global cultural exchange in narrowing the gap between the two models, with appropriate modifications made to Li’s theory. Studies 3 and 4 demonstrated that both of the two models were conducive to students’ academic achievement and creativity, greatly enriching Li’s theory. The implications of achieving a dynamic balance between the virtue model and the mind model to improve the sustainability of Chinese student development are discussed, which contributes to achieving the United Nations’ Sustainable Development Goals.

A Sustainability Lens on the Paradox of Chinese Learners: Four Studies on Chinese Students’ Learning Concepts under Li’s “Virtue–Mind” Framework