Core Viewpoint - High-quality co-construction of the "Belt and Road" initiative requires language as a bridge, presenting new development opportunities for international Chinese education and new demands for its implementation [1] Group 1: Teacher Development - Emphasis on building a professional Chinese teacher workforce in Belt and Road countries is crucial, with local teachers having advantages in understanding local laws, education systems, and student needs [2] - A focus on cultivating local "seed teachers" through international education programs in China is recommended to enhance the local teaching capacity [2][3] Group 2: Curriculum Development - The quality of international Chinese textbooks must be improved by developing materials that are both country-specific and comprehensive, addressing the diverse needs of different nations [4] - The relationship between country-specific and general Chinese textbooks should be one of "one guideline, multiple texts," ensuring that materials are tailored to local contexts and educational standards [4][5] Group 3: Teaching Methodologies - Teaching methods should be diversified to meet the varying age groups and learning objectives of students in Belt and Road countries, with localized approaches being essential [6][7] - For younger learners, engaging methods such as games and stories should be employed, while adult learners may benefit from task-based and output-oriented teaching methods [7][8] Group 4: Professional Skills Training - The integration of "Chinese + vocational skills" education is in its early stages but should align closely with the economic development levels and industrial structures of partner countries [8] - Specialized Chinese courses in engineering, technology, and business negotiation should be prioritized in countries with strong infrastructure and energy cooperation, while tourism-related Chinese education should be emphasized in culturally rich nations [8]