Chinese Language Education in Vietnam: Structural Drivers, Constraints, and the Reconstruction of "Chinese+" for Integrated Human Capital Development

Hien Nguyen Thi

doi:10.71222/e5j3kt34

Authors

Hien Nguyen Thi Faculty of Chinese Language, School of Languages and Tourism, Hanoi University of Industry, Hanoi, Vietnam Author

DOI:

https://doi.org/10.71222/e5j3kt34

Keywords:

chinese language education, chinese plus, human capital theory, human capital development, international chinese education

Abstract

Chinese language teaching in Southeast Asia has developed rapidly due to deepening economic cooperation with China, growing workforce demands, and increasing institutional support. However, its role in cultivating quality human capital remains insufficiently examined. Existing scholarship has predominantly focused on pedagogical methods, curriculum adjustment, and workforce requirements, with limited attention to the integration of language instruction into broader human capital development frameworks. This study addresses this gap by analyzing Chinese language education from the perspective of Human Capital Theory, supplemented by Language Economics, Institutional Theory, and Cultural Proximity Theory. Employing a qualitative narrative review of representative publications analyzed through thematic analysis, the findings reveal three structural factors contributing to educational growth: workforce demand, institutional backing, and cultural affinity. Additionally, four principal challenges are identified: instructional capacity, curriculum and knowledge infrastructure, digital integration, and education-industry linkages. Based on these findings, the study proposes a reconceptualization of the "Chinese+" model as a competency-based system integrating linguistic, professional, digital, and intercultural competencies within a collaborative educational framework. This research contributes by situating Chinese language education within the strategic context of human capital development, offering an integrated analytical framework, and presenting a novel conceptual interpretation of "Chinese+" to guide future scholarship and policy formulation.

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