Group 1 - The "Chinese + Collaborative Ecosystem" parallel meeting at the 2025 World Chinese Conference focused on the development paths and achievements of "Chinese + vocational skills" education, with representatives from multiple countries exploring the application areas of Chinese education [2] - The China-Zambia Vocational Technical College (referred to as "Zambia Vocational College") and China Fifteenth Metallurgical Construction Group Co., Ltd. designed an "order class" for "Chinese + heavy equipment maintenance," which includes 970 class hours over one year, preparing students for employment in the company [3] - The increasing emphasis on employees' Chinese language skills has made the "Chinese +" series of order classes popular, with more companies collaborating with educational institutions to enhance their employees' Chinese proficiency [3] Group 2 - Shandong University of Technology has established deep cooperation with over 10 companies, creating training centers and Chinese workshops to provide customized training for local employees, enhancing their operational capabilities [4] - The university's overseas "班.墨学院" collaborates with Chinese-funded enterprises to develop training programs tailored to local economic needs, focusing on mechanical engineering, electromechanical maintenance, and electrical automation [4] - The development of high-quality, replicable teaching materials is crucial for the successful implementation of "Chinese + vocational skills" abroad, with institutions like Lanzhou University of Resources and Environment creating multilingual textbooks to establish a recognizable vocational education brand [5] Group 3 - Lanzhou University of Resources and Environment has published bilingual professional textbooks in Tajikistan, promoting cooperation in vocational skills education between China and Tajikistan [5] - The university has trained over 1,200 overseas principals and teachers through agreements with institutions in Thailand and Indonesia, enhancing the teaching capacity for vocational skills training [5] - The integration of industrial Chinese into professional training is emphasized, with a focus on localizing training materials and innovating teaching methods to meet the specific needs of companies [6] Group 4 - The "培黎工坊" initiative aims to create tailored courses that combine Chinese language instruction with mining technology and safety management, targeting the production processes and skill requirements of enterprises [6] - The program is expected to train at least 50 bilingual professionals annually, providing stable localized talent support for companies expanding their overseas operations [6]

Core Viewpoint - The integration of "Chinese + vocational skills" is essential for effectively telling China's story and enhancing international communication capabilities, focusing on practical skills and cultural understanding [1][7]. Group 1: Integration of Skills and Culture - The core advantage of "Chinese + vocational skills" lies in its practicality, emphasizing the need to embed Chinese story elements into skill training based on occupational scenarios [2]. - Different vocational fields require tailored story themes that align with specific skill learning needs, such as focusing on "Chinese technological innovation" in manufacturing and "Chinese agricultural modernization" in agriculture [2]. - The teaching model should shift from a fragmented approach to a cohesive one, where real work tasks guide the learning of Chinese language and cultural narratives [2][3]. Group 2: Practical Learning Approaches - The "learning by doing" approach is crucial for internalizing stories and skills, allowing learners to experience Chinese logic and cultural nuances through hands-on practice [3]. - Teachers should incorporate story details into skill demonstrations, making cultural elements visible and relatable [3]. - Designing "story-based tasks" in practical exercises encourages learners to actively engage with and convey Chinese stories [3]. Group 3: Real-World Application - Skills training should extend to real workplace environments, collaborating with overseas Chinese enterprises to allow learners to apply and share Chinese stories in authentic settings [4]. - Establishing practice bases with Chinese enterprises in Belt and Road Initiative countries enables learners to observe and participate in real work processes [4]. Group 4: Resource Integration for Sustainability - A sustainable storytelling ecosystem requires the integration of resources from government, enterprises, educational institutions, and media, creating a feedback loop for continuous improvement [5][6]. - Government policies should support the integration of "Chinese + vocational skills" with storytelling, including establishing funding for quality teaching resources and promoting mutual recognition of qualifications [6]. - A resource-sharing platform should be developed to provide access to Chinese story case studies and teaching materials for overseas learners [6]. Group 5: Future Directions - The practice of "Chinese + vocational skills" in storytelling represents a shift towards practical skills and real experiences, allowing international learners to appreciate China's cultural richness and development wisdom [7]. - Continuous exploration of deeper integration methods between "Chinese + vocational skills" and storytelling is necessary to adapt to evolving demands and audience characteristics [7].

Core Viewpoint - The "Qinling Workshop" international vocational education project, led by the "Belt and Road" Vocational Education Alliance, aims to enhance international cooperation in vocational education by focusing on local industry needs and has already established collaborations in various fields such as drone technology, information technology, and tourism management [3][5]. Group 1: Overview of the "Qinling Workshop" - The "Belt and Road" Vocational Education Alliance was established in 2017 and has attracted 129 vocational institutions, industry associations, and enterprises from 20 countries [3][5]. - The project aims to promote international cooperation in vocational education and has initiated partnerships with countries including Kazakhstan, Kyrgyzstan, Uzbekistan, Laos, Malaysia, and Thailand [6][7]. Group 2: Educational Initiatives and Collaborations - The alliance focuses on innovative international development in vocational education, promoting "Chinese + vocational education" online courses, and establishing international vocational education standards [5][6]. - For instance, a collaboration with Indonesian institutions has resulted in a "Qinling Workshop" training center, where 54 Indonesian students achieved 100% employment after graduation [5][6]. Group 3: Industry Integration and Talent Development - The "Qinling Workshop" project emphasizes the integration of education and industry, aiming to train skilled talents that meet local industry demands [7][9]. - Specific initiatives include the establishment of a drone technology training program in Kyrgyzstan, addressing the local need for skilled professionals in agriculture and infrastructure [7][9]. Group 4: Future Prospects and Expansion - The alliance plans to expand its cooperation into emerging fields such as artificial intelligence, big data, and health management, aiming to cultivate technical talents in these areas [10][12]. - The "Chinese + vocational skills" model will continue to deepen, serving as a significant vehicle for cultural exchange and international collaboration in vocational education [12].