东西问丨王祎：为何中文被86个国家纳入国民教育体系？

Core Viewpoint - The inclusion of Chinese in the national education systems of 86 countries by September 2025 reflects a strategic choice based on both immediate benefits and long-term goals, driven by trade dependencies, human capital premiums, and the influence of digital infrastructure [1][7][10]. Group 1: Implementation Paths - Three representative models for incorporating Chinese into national education systems are identified: 1. Systematic embedding through national planning, as seen in Russia and South Africa [2]. 2. Bilateral cooperation driven by strong economic ties, exemplified by Thailand and the UAE [2]. 3. Demand-driven approaches from society, particularly in open economies like Ireland [2]. Group 2: Characteristics of Global Chinese Education - The phenomenon of incorporating Chinese into education exhibits three distinct characteristics: 1. Geographic diversification, expanding beyond East and Southeast Asia to regions like Eastern Europe, the Middle East, Latin America, and Africa [5]. 2. A shift towards earlier educational stages, with a growing focus on primary and secondary education [5]. 3. International standardization of assessment systems, with the Chinese proficiency test (HSK) established in over 1,400 test centers across more than 160 countries [5]. Group 3: Implications of Inclusion - The decision to include Chinese in national education systems signals a shift in global public goods supply, where language is becoming a key element of institutional power and human capital [7][9]. - Countries are recognizing the economic advantages of Chinese language proficiency, particularly in emerging sectors like logistics, renewable energy, e-commerce, and artificial intelligence [7]. Group 4: Opportunities and Challenges for Overseas Chinese Education - The integration of Chinese into national education systems presents significant opportunities, including a stable influx of learners, growth in educational resources, and the professionalization of the Chinese education sector [10]. - Challenges include the risk of cultural discounting, where the focus may narrow to business Chinese, and potential conflicts between Chinese teaching standards and local educational philosophies [10][12]. Group 5: Current Difficulties in Overseas Chinese Education - Two main structural barriers are identified: 1. A significant gap in the availability of qualified Chinese teachers, compounded by restrictions on hiring foreign educators in some countries [12]. 2. Political and media-driven stigmatization of Chinese education in certain regions, creating non-educational obstacles [12]. Group 6: Strategic Recommendations - To address these challenges, practitioners in overseas Chinese education should adopt localized approaches, integrating Chinese with relevant vocational skills, and establish third-party certifications to enhance acceptance and recognition [12].