Zhiling Yang, School of Foreign Studies, Wenzhou University, Wenzhou, ZJ, China.
The unprecedented disruption caused by the COVID-19 pandemic has compelled educational institutions worldwide to adapt and innovate. Among these, overseas Chinese language schools (CLSs) face the dual challenge of continuing language education and preserving cultural heritage (Bauman, 2011, p.425).
The research underscores the importance of CLSs in providing Chinese heritage language education to overseas Chinese children. As Guo Xi (Guo 2020, p.16) points out, these schools serve as vital links to their cultural roots for millions of students, helping them connect with their heritage and fostering a sense of identity. The pandemic, however, has necessitated a shift in traditional educational approaches, forcing schools to innovate and adapt.
The study reveals that CLSs have leveraged SWOT (Strengths, Weaknesses, Opportunities and Threats) analyses to identify and address their strengths, weaknesses, opportunities, and threats in the new context. This strategic approach has been instrumental in helping CLSs make informed decisions and adapt to the evolving educational landscape. By understanding their internal capabilities and external challenges, CLSs can develop tailored strategies that not only respond to the immediate crisis but also position them for long-term success in a post-pandemic world. This proactive and thoughtful planning is crucial for the survival and growth of these institutions, ensuring they can continue their mission of cultural and educational inheritance amidst unprecedented challenges.
One of the key findings of the study is the preference for a mixed teaching mode, favored by both teachers and students. This hybrid approach combines offline and online classes, offering flexibility and accessibility. As Yvonne Tse Crepaldi and Seyed Hadi Mirvahedi (Crepaldi; Mirvahedi, 2024, p.1) note, the pandemic has accelerated the adoption of digital technologies in education, necessitating a reevaluation of traditional classroom practices. The mixed teaching mode adopted by CLSs reflects this trend and underscores the need for educational institutions to be agile and responsive to change.
The case study of Florence Chinese Language School (FCLS) in Italy presents a compelling example of strategic adaptation. Established in 2001, FCLS is recognized as a model school of overseas chinese language education, serving a large student population. The school’s strategic development in the post-pandemic era has been influenced by various factors, including market-related, organizational-related, and teaching factors.
The SWOT analysis conducted for FCLS revealed several strengths, such as its large student population, good reputation, and the advantages of being a recognized model school. These strengths have positioned FCLS as a leader in providing Chinese language education in Italy and have contributed to its resilience amidst the challenges brought on by the pandemic. The school’s strategic approach to leveraging these strengths while addressing its weaknesses and threats has been crucial in maintaining its educational standards and meeting the needs of its diverse student body.
FCLS’s strategic development also underscores the importance of adaptability and innovation in educational planning. By conducting a SWOT analysis, the school has been able to identify opportunities for growth and development, such as expanding its online learning capabilities and forging partnerships with local educational institutions.
This proactive approach has not only helped FCLS navigate the immediate challenges of the pandemic but has also set the stage for its long-term success in a changing educational landscape. The strategic adaptation of FCLS serves as a model for other overseas Chinese language schools seeking to balance tradition with modern educational demands (Li, 2020, p.3).
However, FCLS, like other CLSs, has also faced challenges. These include competition from rival schools, the need to adapt to new teaching modalities, and the pressure to maintain educational quality.
The study suggests that a mixed teaching mode is the preferred solution for FCLS, allowing it to cater to diverse learning preferences and improve accessibility for students. This approach combines the personal interaction of in-person classes with the convenience and flexibility of online learning, thereby addressing the evolving needs of the student body.
The mixed mode also helps FCLS to stay competitive in the educational market, as it offers an innovative solution that resonates with the changing expectations of both students and parents. By embracing this hybrid model, FCLS can continue to provide a high standard of education that is both attuned to tradition and progressive in its outlook.
In terms of management strategy, FCLS has prioritized students’ learning scaffolding, teachers’ professional responsibilities and collaboration and bonus policies. The school has made minor amendments to its existing policy to better address the challenges posed by the pandemic, ensuring a supportive and enriching learning environment for its students.
These amendments reflect FCLS’s commitment to maintaining high educational standards while adapting to the realities of the post-COVID landscape. By focusing on these key areas, FCLS aims to foster a learning environment that not only meets the academic needs of its students but also nurtures their cultural identity and personal growth. The strategic adjustments made by FCLS demonstrate the school’s proactive approach to navigating the complexities of the current educational climate and its dedication to the holistic development of its students.
The findings of the study highlight the importance of continuous strategy formulation and advancement for CLSs worldwide. By integrating educational philosophy with cultural inheritance, CLSs can contribute to a more inclusive and harmonious society, promoting academic excellence, identity formation, and global citizenship among their students. This integration is vital as it allows CLSs to provide a holistic education that not only equips students with the knowledge and skills needed to succeed academically but also fosters a deep sense of cultural identity and belonging.
The strategic development ensures that CLSs remain relevant and effective in their mission to educate and nurture the next generation of global citizens being crucial for their survival and success. The case study of FCLS demonstrates how CLSs can navigate the challenges of the pandemic by adopting a mixed teaching mode, formulating effective management strategies, and maintaining a strong commitment to cultural and educational inheritance.
This adaptive approach ensures that CLSs can continue to provide quality education while adapting to the new realities of the post-pandemic world. It also underscores the importance of flexibility and innovation in educational practices, allowing CLSs to meet the evolving needs of their students and communities. The strategic development of CLSs is not just about survival but also about thriving and leading in the education sector, setting an example for other educational institutions to follow.
YANG, Z. Strategies for Overseas Chinese Schools in the New Normal [online]. SciELO in Perspective: Humanities, 2025 [viewed ]. Available from: https://humanas.blog.scielo.org/en/2025/03/24/strategies-for-overseas-chinese-schools-in-the-new-normal/
The unprecedented disruption caused by the COVID-19 pandemic has compelled educational institutions worldwide to adapt and innovate. Among these, overseas Chinese language schools (CLSs) face the dual challenge of continuing language education and preserving cultural heritage (Bauman, 2011, p.425).
Recent Comments