Digital transformation of Chinese language teaching in higher education

Abstract

In the context of the deepening digitalization of higher education, Chinese language teaching is undergoing significant transformations, shifting from the traditional classroom-based model to platform-based, technologically rich, and intellectually oriented formats. The article analyzes the structural features of traditional Chinese language instruction and identifies its key limitations related to insufficient personalization, a lack of a communicative environment, overload of the learning process, and imperfections in assessment mechanisms. The main directions of transformation in the forms and content of instruction driven by the implementation of digital educational platforms, multimodal resources, data analysis technologies, and virtual learning environments are examined. The synthesis of statistical studies conducted in Russian and foreign universities reveals a stable positive effect of digital learning, manifested in increased student engagement, the development of oral and written communication skills, greater stability of learning activities, and strengthened student motivation. Prospects for the further development of digital methods of teaching Chinese are substantiated, and a conclusion is drawn that digital transformation has entered the stage of systemic restructuring.