Unearthing the marks on the road of Chinese language education in Zambia

Abstract

As China strengthens its economic, political, and cultural engagement with Zambia, Mandarin has emerged as a significant linguistic resource for academic mobility, employment, and cross-cultural communication. Despite this rapid expansion, limited empirical evidence exists on the lessons drawn from the operational and pedagogical experiences of the Chinese Institute of the University of Zambia (CIUNZA). A mixed-methods research design was employed, combining quantitative surveys with qualitative interviews and focus group discussions. The study was informed by the cultural globalization theory. The study randomly sampled 45 CIUNZA students and purposively sampled 4 alumni, 2 Zambian and 2 Chinese instructors, 4 administrators, and 2 employers. Quantitative data were analyzed using descriptive statistics in SPSS to determine levels of agreement and trends in motivations and perceptions. Qualitative data were thematically analyzed to identify emerging patterns related to institutional management, learner experiences, and sociocultural dynamics. The findings indicate that the growth of Mandarin education in Zambia is driven by supportive sociopolitical relations between Zambia and China. Over 80% of learners reported instrumental motivations, citing improved job opportunities with Chinese enterprises and enhanced global competitiveness. However, challenges emerged, including limited local teacher capacity, insufficient contextualized teaching materials, inconsistent curriculum integration, and dependence on Chinese funding and expertise. Stakeholders emphasized the need for sustainable local ownership, curriculum localization, and stronger government policy alignment. Chinese language education in Zambia has achieved significant growth, anchored in institutional partnerships and learner aspirations shaped by global economic shifts. However, its sustainability depends on improved management structures, enhanced teacher development, and policies that balance external support with national educational priorities. In conclusion, the study showed that Zambia’s experience with Chinese language education programmes indicate substantial progress in cultural exchange, learner enthusiasm, and perceived relevance of the Chinese language. On the other hand, the study also unearthed the pedagogical challenges that must be addressed for sustainable growth and continuity with national ownership. The study recommends strengthening local teacher training programs, developing Zambia-specific Mandarin teaching materials, integrating Mandarin into national language policy frameworks, and enhancing monitoring and evaluation systems for language outcomes. It further suggests that Zambia pursue a more balanced cultural exchange model that promotes mutual linguistic and cultural understanding while safeguarding educational sovereignty.