Editor's note: Lu Xiaoyi, a special commentator for CGTN, is a political analyst based in Beijing. The article reflects the author's opinions and not necessarily the views of CGTN.

As the Chinese language gains ground around the world, "our Confucius Institute in Morocco has even had to introduce an entrance exam due to a surge in applications!" exclaims Kailil, a student from this North African nation. He studied Chinese at the local Confucius Institute a few years ago when no such entry requirement existed, and is now pursuing a master's degree at Peking University.

Kailil's story reflects a broader shift in global Chinese-language education: from a language China actively promoted to overseas learners to one that at least 200 million people worldwide are eager to learn today. With the Chinese language incorporated into the education systems of 90 countries, the figure underscores the appeal of Chinese culture and its national strength – one that no publicity campaign could manufacture.

Beyond viral moments: How language shapes China's global image

The trend is also visible on social media, where videos, of foreign children including those from affluent families of the United States and Europe speaking fluent Chinese, have attracted widespread attention. Beyond their entertainment value, these moments offer a glimpse of how language learning can shape perceptions of China.

In 2017, during a meeting between the Chinese and US presidents, Arabella, the then five-year-old granddaughter of Donald Trump, went viral after singing the Chinese folk song Jasmine Flower. The familiar melody became a cultural shorthand for China, sending a friendly signal to global audiences that even members of America's first family were engaging with Chinese culture.

A similar story involves British actor and Oscar winner Rosamund Pike, whose two sons have won awards at the "Chinese Bridge" proficiency competition. In China, Pike is widely recognized by her beautiful Chinese name, Pei Chunhua. During the then British Prime Minister Keir Starmer's visit to China, she recounted at a bilateral event how a Chinese passerby in the UK had recognized her and excitedly called out her Chinese name. The anecdote drew laughter from Starmer and the other guests.

Such stories may seem like charming cultural footnotes, but they point to something more consequential. A nation's international image is shaped, to a large extent, by its cultural products. When children from influential families publicly demonstrate their command of Chinese, they help bring the language – and, by extension, China – into wider international view. Such symbolic displays also serve to enhance China's diplomatic relations with other nations in a warm, human-centered way, thereby fostering a favorable social environment for trade cooperation.

Making Chinese global: The case for localized education

For Chinese to become a truly international language, however, viral moments must be backed by sustained government investment and effective teaching. The global spread of English offers an important lesson: Its success rests on its integration into education systems around the world. Similarly, Chinese must undergo the same process of "localization." In an interview with CGTN, Zhao Yang, Dean of Peking University's School of Chinese as a Second Language, outlined this localization process from three perspectives: teacher training, teaching materials and instructional methods.

First, China is helping other countries develop their own teaching workforce. Programs such as the International Chinese Language Teachers Scholarship provide financial support for international students and scholars pursuing training or academic degrees in Chinese-language education in China. The goal is not merely to produce more Chinese speakers, but also to cultivate educators capable of teaching the language in their home countries.

The experience of Nama Didier Dieudonne, a young Cameroonian scholar of Chinese studies, illustrates the potential. After earning a doctorate in China through the New Sinology Program, he returned home to become a chief Chinese-language education supervisor. He has since helped train more than 300 Chinese-language teachers. This has a multiplier effect in cultural outreach: One dedicated learner can go on to influence hundreds of others. As Chinese-language education becomes more firmly rooted in local communities, its reach can expand beyond what institutions in China could achieve on their own.

Moreover, as Dean Zhao said, teaching materials should reflect the linguistic backgrounds and learning needs of students in different countries. A textbook designed for one group of learners may not work equally well for another. Adapting materials to local contexts is therefore essential to making Chinese more accessible. China has a long history of developing textbooks for teaching the language abroad. In 1958, Chinese Textbook, edited by Peking University professor Deng Yi, became the first textbook for teaching Chinese as a foreign language in the People's Republic of China to be based on the Pinyin system.

Last but not least, teaching methods should be adapted. Learners whose native languages lack tones, for example, may find Chinese pronunciation particularly challenging because meaning can change with tone. To accelerate the learning process for international students, Dean Zhao recalled that "When I taught Chinese to preparatory students in South Korea, I required them to follow the traditional Chinese method – reading texts aloud and memorizing them by heart, although this practice is not typically found in the teaching of other languages." Zhao's decades of teaching experience have convinced him that memorization remains a useful tool in language learning.

From classroom to marketplace: Where language builds bridges

Ultimately, learning one another's languages is only the beginning of deeper engagement between civilizations. Proficiency in Chinese can open doors for foreign students seeking advanced education in China and for international professionals hoping to build careers or businesses there. The benefits also flow in the other direction, helping China connect more closely with the wider world.

Consider Said, a 60-year-old Egyptian businessman who has spent 11 years trading in Yiwu, home to the world's largest wholesale market for small commodities. This year, he enrolled in a Chinese-language course. His reasoning is straightforward: To do business successfully in China, he needs to communicate with local people in their language.

Education provides another pathway. As leading Chinese universities such as Tsinghua University attract growing numbers of international students, Chinese proficiency has become an important gateway to academic opportunities. International students often study the language before moving on to their chosen disciplines. Sarah, an 18-year-old student from the United Arab Emirates, completed her Chinese-language course at Peking University in 2026 before enrolling in an artificial intelligence-related program at Tsinghua University.

From Moroccan children competing for places in Chinese classes to Egyptian entrepreneurs learning the language for business, these experiences reveal a shift that statistics alone cannot fully capture. Chinese is increasingly being learned not simply because China promotes it, but because people abroad see practical and personal value in mastering it.

The next stage of its global journey will depend on how well China and its international partners turn that interest into lasting opportunities for personal development. A language gains genuine international standing not merely when more people study it, but when it becomes a meaningful part of their lives.

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