The thesis presents a theoretical generalization and addresses the scientific task of identifying current trends in the development of language education at Chinese universities in the late 20th – early 21st centuries. It also substantiates the potential for the creative application of constructive elements from the Chinese experience within the higher language education system of Ukraine.
Chapter One "Theoretical and Methodological Foundations of Language Education Development in China" elucidates current issues in Ukrainian and international academic discourse, explores the influence of philosophical doctrines on the evolution of language education in China, highlights modern strategies for state language policy development, and examines bilingual education as a strategic direction for human capital development in China.
It is established that іnfluenced by Confucianism, Daoism, and Buddhism, which underpin Chinese cultural and social norms, language education in China functions not only as a communicative tool but also as an instrument of social cohesion, international integration, and preservation of national identity.
China's domestic language policy emphasizes internal implementation, while also promoting the Chinese language internationally through "soft power". The national language policy supports trilingualism and bilingualism, defined as proficiency in a minority native language, Putonghua, and English. Four models of multilingual education are identified: Accretive, Balanced, Transitional, and Depreciative.
Chapter Two "Organizational and Methodological Foundations of Language Education at Chinese Universities" outlines the general characteristics of China’s university education system, presents a typology of language education programs, highlights innovative approaches to teaching Chinese as a foreign language, and analyzes the instructional and informational support resources.
China's modern higher education system is developing in alignment with national strategies aimed at improving educational quality, enhancing international cooperation, and promoting innovation.
The study classifies language education programs by educational level and specialization. These include programs for foreigners learning Chinese as a second language and professional foreign language programs. Instructional models vary across preparatory courses, long-term and short-term programs, regular curricula, and practice-oriented learning trajectories. Teaching strategies encompass spelling, semantic, memory-based, phonological, and metacognitive approaches.
Chapter Three "Promising Directions for the Development of Language Education in Ukraine at the Institutional Level in the Context of the Ukrainian-Chinese Educational Partnership" explores bilateral initiatives in language education, highlights foreign language training at Khmelnytskyi National University, and proposes directions for the integration of constructive Chinese educational practices into Ukraine’s higher education system.
The study emphasizes the potential of Ukrainian-Chinese cooperation in strengthening bilateral ties and enhancing educational quality. The thesis identifies general and specific recommendations for reforming language education in Ukraine, classified by implementation level and area of influence.
The scientific novelty lies in the first comprehensive pedagogical study in Ukraine to identify contemporary trends in language education at Chinese universities from the late 20th to early 21st centuries. These include internationalization; the promotion of bilingualism and multilingualism; ecological perspectives in language education; balanced language policy; trilingual and bilingual language landscapes; integration of classical humanistic traditions with global educational trends; popularization of Chinese through Confucius Institutes; digital transformation; and diverse educational trajectories. The dissertation outlines the potential adaptation of Chinese educational practices in Ukrainian universities, including content, methods, and technological tools for teaching Chinese as a foreign language. Further development is provided on the influence of philosophical ideas and globalization on Chinese language education, state language policy strategies, conceptualizations of multilingualism in Chinese discourse, and pathways for academic cooperation and mobility between China and Ukraine. The study introduces new theoretical perspectives, empirical data, and methodological approaches to language education in the context of Chinese higher education.
The dissertation presents developed and implemented methodological resources, including a curriculum package for Chinese language instruction, revised course content for "Comparative Professional Pedagogy", and a course in "Business English" for Chinese students at Khmelnytskyi National University.
