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].

Core Viewpoint - The article highlights the significant impact of Li Jianyi, a Chinese language teacher in Canada, who has developed a successful Chinese language program at Rongseng High School over the past 30 years, fostering cultural exchange and education in the local community [1][5]. Group 1: Development of Chinese Language Education - In 1996, Li Jianyi initiated the Chinese language program at Rongseng High School, responding to student demand and overcoming initial challenges such as lack of resources and curriculum [2][4]. - The program has grown from 5 classes to 9 classes, with over 260 registered students, making it the largest Chinese language course in Alberta [4][5]. - Li Jianyi played a crucial role in developing the official Chinese curriculum for Alberta and was the only Canadian representative in the International Baccalaureate Organization's Chinese curriculum review team [4][6]. Group 2: Teaching Methodology and Innovations - Li Jianyi emphasizes the importance of handwriting in learning Chinese, opposing the use of typing as a substitute for writing [4][6]. - She incorporates contemporary topics and diverse teaching methods, such as using popular films for language practice and engaging students in projects related to Canadian Chinese figures [6][7]. - The curriculum includes cultural activities like cooking Chinese dishes and traditional performances, enhancing students' interest in learning Chinese [7][10]. Group 3: Student Engagement and Community Impact - Li Jianyi fosters strong relationships with her students, often attending their life events, which reflects her commitment to their personal growth [8][9]. - The program has seen a generational impact, with former students now enrolling their children, indicating the lasting influence of her teaching [9][10]. - Li Jianyi's dedication has earned her recognition, including the Alberta Education Excellence Award and the Outstanding Contribution Award from the Overseas Chinese Affairs Office of the State Council [10][11].

Core Viewpoint - The rapid development and expansion of overseas Chinese language schools are driven by the increasing emphasis from the Chinese government and society on overseas Chinese education, making these schools important platforms for promoting language and culture [7]. Group 1: Development of Overseas Chinese Language Schools - The number of Chinese language schools has grown significantly, with the establishment of multiple campuses and a shift from serving only Chinese students to including international students [7]. - The professionalization and standardization of these schools reflect a positive trend in international Chinese education [7]. Group 2: Cultural Connection and Identity - Chinese language education helps overseas Chinese youth establish emotional connections with their ancestral homeland and fosters a sense of cultural identity [8]. - Students develop pride in their Chinese cultural heritage and actively seek to understand Chinese society, history, and modern developments [8]. Group 3: Success Stories of Students - Students have leveraged their Chinese language skills to achieve career success, such as a student who became a chief legal advisor in Shanghai due to her fluency in Chinese [9]. - Another student, who excelled in finance, was hired by a major bank in Spain and assigned to manage a branch in Hong Kong, showcasing the professional advantages of Chinese language proficiency [9]. Group 4: Role of Chinese Language Schools - Chinese language schools serve as vital platforms for students to learn about their cultural roots and broaden their life paths [11]. - The schools have produced students who transition from learners to cultural ambassadors, contributing to the spread of Chinese language and culture [11]. Group 5: Recognition and Future Responsibilities - The school has received accolades such as the "Demonstration School of Overseas Chinese Education" and the "Online Internship Base" plaque, which affirm its achievements and underscore its responsibilities for future development [12].

Core Viewpoint - The article highlights the journey of Lin Weihua, a Chinese immigrant in Spain, who established a Chinese language school, Konglin Academy, to promote Chinese culture and education among overseas Chinese children [1][2][3]. Group 1: Background and Establishment - Lin Weihua, originally a teacher in China, moved to Spain in 2005 to reunite with his wife and initially engaged in various businesses before returning to education [1]. - In 2015, Lin Weihua founded Konglin Academy in Barcelona, securing a public school venue and actively recruiting students [1][2]. Group 2: Educational Approach - Konglin Academy employs a small class teaching model, with around 25 students per class and a total enrollment of over 300 students [2]. - The school offers a comprehensive curriculum that includes Chinese language classes, as well as cultural courses such as Chinese painting, dance, and martial arts [2]. Group 3: Cultural Exchange and Activities - Lin Weihua emphasizes the importance of cultural exchange, organizing annual events like the "Konglin Education Cup" poetry recitation and essay competitions to foster a love for Chinese culture among students [2][3]. - The academy facilitates cultural trips to China, allowing students to explore their heritage and participate in activities that deepen their understanding of Chinese culture [3][4]. Group 4: Impact on Students - Students express that participation in cultural exchange programs enhances their understanding of Chinese traditions and fosters friendships, contributing to their personal growth [4]. - Lin Weihua believes that these experiences are crucial for the students to retain their cultural roots and become ambassadors of Chinese culture in the future [4].