Abstract
This paper investigates the barriers hindering the effective transition from theoretical knowledge to practical application in a Sino-New Zealand double-degree undergraduate computing program. In this unique educational setting, students study at a campus in China but complete both Chinese and New Zealand courses taught jointly by lecturers from both countries. Through a questionnaire administered to these students, we identify critical obstacles such as insufficient foundational knowledge, language barriers, cultural and pedagogical differences, and difficulties adapting to distinct educational systems. Our analysis reveals that these barriers significantly affect students' academic performance, engagement, and skill development. Based on the findings, we propose targeted interventions, including specialized bridging courses, enhanced language support, refined teaching methods, and improved resource allocation.