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Résumé : This chapter explores the transition to online teaching in China, with a focus on active learning and authentic assessment, through the experiences of Surrey International Institute-Dongbei University of Finance and Economics (SII-DUFE) during the COVID-19 pandemic. It highlights the transition from traditional, teacher-centered methodologies toward more interactive, student-centered approaches within the constraints of online platforms. This chapter delves into the integration of active learning techniques and authentic assessment methods in SII-DUFE's online curriculum, underscoring the challenges and adaptations required to maintain educational quality and student engagement in a digital environment.The significance of this study lies in its reflection on the broader pedagogical shifts within Chinese higher education, traditionally influenced by Confucian heritage and examination-oriented learning. The findings from SII-DUFE illustrate how innovative teaching strategies can be implemented in online settings to enhance student learning outcomes and engagement, despite the challenges posed by rapid digital transition and cultural educational norms.By examining the practical applications of active learning and authentic assessment in SII-DUFE's online teaching, this chapter provides insights into the potential for redefining educational practices in China's higher education system postpandemic. It offers a comprehensive look at the necessary infrastructural, pedagogical, and cultural shifts needed to support effective online learning environments.