GERMAN-RUSSIAN-SPANISH EDUCATION PARADIGM: POSSIBILITIES FOR APPLICATION IN CHINA

Gao Ling Associate; Wang Yuecheng; Wang Shu

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Статья поступила в редакцию 30.10.24

УДК 37.014.253

Gao Ling, Associate Professor, Department of European Languages, Jiangsu University (Zhenjiang, China), E-mail: [email protected]

Wang Yuecheng, lecturer, Department of European Languages, Jiangsu University (Zhenjiang, China), E-mail: [email protected]

Wang Shu, lecturer, Department of European Languages, Jiangsu University (Zhenjiang, China), E-mail: [email protected]

GERMAN-RUSSIAN-SPANISH EDUCATION PARADIGM: POSSIBILITIES FOR APPLICATION IN CHINA. The practice and optimization of education for international understanding in China is a major issue facing contemporary universities. Europe is at the forefront of education for international understanding, however, Chinese research of European countries such as Germany, Russia, and Spain are relatively limited. The research has a task to build an ecological framework for international understanding education in China's higher education sector by drawing on the unique practices of the three countries in integrating international understanding education. Literature review, historical research method and synchronic research method are used to compare the international understanding education paradigms from three aspects: cross-regional organizational activities, higher education courses and social organizational activities. The higher education reforms of the Bologna Process and the Erasmus Program in Germany, Russia, and Spain are reflected in the implementation of a unified and mutually recognized degree system, the establishment of a European standard credit conversion system, and the enhancement of faculty and student mobility. While achieving results, there are also problems such as the degree system not being in line with the labor market, educational inequality and the loss of talent. The research innovatively constructs an international understanding education model and enriched theoretical research. China's creation of the "Belt and Road" education community depends on connecting the internationalization of education with the national strategic policies; establishing a multi-participation international understanding education system; optimizing curriculum design; and enriching social support. The researchers will conduct empirical study to clarify the current status of international understanding education in China's higher education.

Key words: international understanding education, Germany, Russia, Spain, "Belt and Road" education community

ГаоЛин, доц., Университет Цзянсу, г. Чжэньцзян, Е-mail: [email protected]

Ван Юэчэн, ст. преп., Университет Цзянсу, г. Чжэньцзян, Е-mail: [email protected]

Ван Шу, ст. преп., Университет Цзянсу, г. Чжэньцзян, Е-mail: [email protected]

ПАРАДИГМА НЕМЕЦКО-РОССИЙСКО-ИСПАНСКОГО ОБРАЗОВАНИЯ: ВОЗМОЖНОСТИ ПРИМЕНЕНИЯ В КИТАЕ

Изучение практики и оптимизации международного образования является серьезной проблемой, с которой сталкиваются современные высшие учебные заведения. Европа находится на переднем крае в плане развития образовательного процесса, однако китайские исследования данного вопроса и возможностей его решения в таких европейских странах, как Германия, Россия и Испания, относительно ограничены. Цель статьи: опираясь на уникальную практику трех стран в области интеграции образования, создать экологическую рамку международной образовательной системы, применимую в данной сфере в Китае. Используя методы литературного обзора, исторических и синхронных исследований, анализируется и сравнивается парадигма образования с целью международного применения с трех аспектов: межрегиональные организационные мероприятия, курсы высшего образования и проекты социальных организаций. Реформы высшего образования Болонского процесса и программы Эразмус в Германии, России и Испании отражены во внедрении единой и взаимно признанной системе степеней, в создании европейской стандартного механизма перевода академических кредитов и повышении мобильности преподавателей и студентов. При достижении результатов существуют также такие проблемы, как несоответствие системы степеней рынку труда, образовательное неравенство и потеря талантов. Исследование строит новаторскую международную модель обучения и обогащает теоретические иссле-

дования новыми знаниями. Образовательное сообщество «Один пояс - один путь», созданное в Китае, опирается на тесную связь интернационализации образования с потребностями национальной стратегической политики; создание многосторонней системы образования для международного взаимопонимания; оптимизацию разработки учебных программ; обогащение социальной поддержки. В будущих работах мы проведем эмпирическое исследование, чтобы прояснить текущую ситуацию с пониманием технологий международного высшего образования в Китае.

Ключевые слова: образование для международного взаимопонимания, Германия, Россия, Испания, образовательное сообщество «Один пояс - один путь»

1. Research Necessity

Education for International Understanding has been proposed since 1946, and its connotation has gradually evolved alongside international developments, becoming increasingly rich. Although there is no unified definition of Education for International Understanding, Delol's report defining it has been widely accepted by the international community. According to this report, Education for International Understanding refers to educational activities centered on the concept of "international understanding", as advocated by international community organizations worldwide [1].

The attention to and promotion of Education for International Understanding are both strategic necessities for adapting to globalization and building a modern socialist power, as well as inherent needs for enhancing the internationalization of education and cultivating well-rounded individuals.

1.1 The demand for Education for International Understanding under the Community of Shared Future.

Globalization and the Community of Shared Future not only promote economic cooperation but also present a series of opportunities and challenges arising from the collision of cultures and ideas. This situation has introduced new content and requirements for citizens in the new era, and we need to possess more international knowledge, skills, vision, and thinking. Our country has long recognized the need to cultivate citizens' international understanding and literacy. The "Core Competencies for the Development of Chinese Students", released in 2016, requires students to have international understanding [2].

1.2 The necessity of cultivating international understanding among contemporary college students

In 2020, our country issued the "Opinions on Accelerating and Expanding Education to Open Education in the New Era", which proposes to accelerate the education's modernization and cultivate more global competitive talents...After graduating from colleges and universities, students will soon enter the job search stage and face a complex international environment. Improving college students' international understanding can better empower their development in the context of international competition and cooperation.

Attention to Education for International Understanding in China began in the 1980s and has gone through different stages: sprouting (1990-2002), deeper exploration (2003-2008), and development and promotion (2009 to present). Research has mainly focused on: 1) the development of Education for International Understanding: theoretical structure [3], development process and future direction [4]; 2) Experiences and analysis of other countries' Education for International Understanding [5, 6]; 3) Education for International Understanding: infiltration and development in the curriculum - infiltration and integration in subject teaching [7], development and practices of school-based curriculum [8].

Focusing on Chinese research on this issue, it is clear that our country's research target countries are mainly concentrated in the United States, Japan, and South Korea. However, studies on European countries such as Germany, Russia, and Spain are less common, indicating that the breadth of research needs to be expanded. Most studies are concentrated in primary and secondary education, while research on higher education is somewhat insufficient. The Purpose of study is to build an ecological framework for international understanding education in China's higher education sector by drawing on the unique practices of the three countries in integrating international understanding education. The innovation lies in the horizontal and vertical comparison of education for international understanding from three aspects: cross-regional organizational activities, higher education curricula, and social organizational activities, and the construction of an international understanding education paradigm for the three countries, which can serve as an important reference for promoting the research on the development of international understanding education in countries along the "Belt and Road". As key partners in "Belt and Road" cooperation, Russia, Germany, and Spain have naturally become the focus of our research on Education for International Understanding. Based on this, the article selects Education for International Understanding in higher education in Germany, Russia, and Spain as the research object. The research tasks include comparing and analyzing the similarities and differences in the development of Education for International Understanding in these three countries, focusing on cross-regional organizational guidance, the support of university curriculum practices, and social organizations. The theoretical significance is to construct a European model of international understanding education, which is a good entry point and supplement to theoretical research in this field. The practical significance is that the research results can guide Chinese universities on how to integrate international understanding education into cross-regional international organization activities, how to implement internationalized curriculum design and talent exchange, and how to play the role of social organizations. At the same time, it can provide reference for avoiding a series of problems such as the degree system not conforming to national conditions and the labor market, educational inequality, and talent loss. China's creation of the "Belt and Road" education community and optimization of school-based practice rely

on closely connecting the internationalization of education with the needs of national strategic policies; establishing a diversified international understanding education system; optimizing curriculum design, establishing an international understanding education curriculum system; enriching social support, and encouraging social forces to participate in educational practice.

2. Paradigm of Education for International Understanding

Education for International Understanding in Europe, including its development in Germany, Russia, and Spain, has gone through the brewing phase of the 1950s and the shaping phase of the 1990s, entering a new period of global development. Its development and promotion can be approached from three aspects: cross-regional organizational activities, higher education institutions, and social institutional activities.

2.1 Cross-regional organization activities

2.1.1 Bologna Process

The "Bologna Process," which began in 1999, is an important manifestation of the globalization of higher education in Europe. Germany officially became a signatory to the Bologna Process in 2002, followed by Russia in 2003 and Spain in 2010. As of 2020, more than 50 countries have joined the Bologna Process. The reform of higher education in Germany, Russia, and Spain within the Bologna framework is primarily reflected in the implementation of a unified and mutually recognized degree system, the establishment of a European standard credit conversion system, and the strengthening of mobility for both teachers and students.

1) A unified and mutually recognized degree system

Germany has transformed from the traditional master's and doctoral degree system to the internationally recognized bachelor's, master's, and doctoral degree system, resulting in a significant increase in the variety of curricula offered [9].

In 2007, Russia's "Draft Law on the Introduction of the Two-Level Higher Education System" stipulated that, in addition to the five-year diploma expert system for military and medical schools, other colleges and universities would implement a two-level degree system of "Bachelor + Master's degree". This means that the original diploma expert system would be divided into the two-level degree systems of "Bachelor + Master's degree" [10].

Before the Bologna reform, Spain's undergraduate education was divided into two stages: the first stage consisted of 3 years of basic education in disciplines, and the second stage involved 2 years of specialization. After joining the Bologna Process, Spain issued a decree in 2007 to align with the international academic system, transforming higher education into a three-level degree system of undergraduate, master's, and doctoral degrees [11].

2) Establish a standardized European Credit Transfer and Accumulation System (ECTS)

During the adjustment of the academic system, German universities introduced the European Credit Transfer and Accumulation System and a modular course system that allows for flexible combinations and independent evaluations. In implementing the Bologna Process, the certification committee responsible for ensuring the quality of German higher education, along with Germany's leading higher education security institutions, joined the European Association for Quality Assurance in Higher Education (ENQA) to enhance the German higher education security system. Regarding the mutual recognition of grades and academic degrees, the German government approved the "Agreements on the Mutual Recognition of European Higher Education Degrees" on October 1, 2007, which automatically recognizes the credits and academic degrees from universities in other countries within the European Higher Education Area [12].

The Russian Ministry of Education has drawn on the European Credit Transfer and Accumulation System (ECTS) and formulated several key documents, including the 2002 "Approximate Provision on College Students Mastering the Content of Assessment", the 2004 "Demonstration Charter for Organizing the Teaching Process in Universities Using the Credit System", and "Using the Credit System During the Teaching Process". These documents replace the original term "academic time" with "academic credit" and stipulate that academic credits can be exchanged for academic time in national education standards. The Ministry is actively implementing the credit system and adopting the European Credit Transfer and Accumulation System [13].

The previous credit system in Spain defined 1 academic credit as equal to 10 hours of study. After joining the Bologna Process, Spain adopted the European Credit Transfer and Accumulation System, changing the definition to 1 academic credit being equal to 25 hours of study [11]. In addition, under the traditional credit system, students could only obtain credits by passing the course tests. In contrast, the new credit system allows students to earn credits through various means, such as attending classes (both required and elective), participating in seminars, engaging in social practice, writing a graduation thesis, working or interning at companies, museums, and other locations, learning a foreign language outside of school, using online teaching resources, and participating in other training activities.

3) Strengthen teacher-student mobility

Over the past 20 years, especially after completing the adjustment of higher education systems, the international attraction and influence of German higher education have been increasing. The number of foreign scientific research staff and artistic employees at German universities rose from 19,793 in 2005 to 49,124 in 2018, an increase of about 150%. According to statistics, there are currently more than 38,000 cooperation projects between German universities and foreign universities, which have jointly launched nearly 750 degree programs [12].

Russia signed the "Bologna Declaration", officially joined the process of European higher education integration, and began using the Western higher education system as a reference to reform its own education system, strengthening teacher-student mobility. In 2003, Russian universities and Germany actively conducted scientific research cooperation, with DAAD establishing several scholarship programs for Russian students. In 2014, Russia took the lead in obtaining the LPEB project within the "Erasmus+" Plan. As of 2015, a total of 121,124 students and teachers in Russia had received funding. In 2017, the Russian government announced the implementation of the "Russian Scholarship Program" to remove obstacles for outstanding undergraduate graduates from abroad seeking to enter Russia [14].

Although Spain integrated the construction of the European Higher Education Area later, its internationalization of higher education has made significant strides. During the Bologna Process, Spain was the country with the largest number of students and educators from foreign colleges and universities between 2001 and 2019. This trend has continued, with the number of individuals increasing year by year, making Spain the most popular destination for European college students. From 2018 to 2019, Spain ranked second in the European Union for the number of exchange students (44,052), only behind France (49,066). In 2020, Spain's Erasmus scholarships allocated over 144 million euros to the higher education sector, establishing 1,133 projects to promote mobility between Spain and international universities [15].

2.1.2 Erasmus+

The EU has been funding the Erasmus program for 35 years. The number of countries participating in this exchange program has grown from 11 initially to 33 today. In January 2014, based on the original "Erasmus" program, the "Erasmus+" exchange program was created, which applies to all fields of education, training, youth, and sports within the EU.

At present, the "Erasmus+" program collaborates with nearly 200 countries around the world. Based on the specific content, conditions, and methods of cooperation, it is divided into Programme countries and Partner countries. Germany and Spain are both Programme countries of the "Erasmus+" program. According to data released by the EU, both countries have the highest proportions of funding amounts and participants in higher education. Germany's total project investment in 2020 was 232 million euros, with a total number of participants reaching 130,792 [15]. There are two main national organizations in Spain that coordinate the implementation of Erasmus projects: El Servicio Español para la Internacionalización de la Educación, referred to as "SEPIE" and La Agencia Nacional Española, referred to as "ANE". Spain's total project investment in 2020 is 198.39 million euros; the total number of participants is 96,124 [15]. "Erasmus+" is the only large-scale EU-funded education project between the EU and Russia. Russia is a partner country in the project and therefore only participates in certain aspects. According to data from the European Commission, from 2014 to 2021, approximately 13,200 Russian students participated in the "Erasmus+" program, while about 98,000 EU citizens came to study in Russia [16].

The Erasmus program has promoted the implementation of the Bologna Process in EU countries. However, the reform of the degree and credit system has shortened semesters and increased academic pressure on college students. Some teachers and researchers feel that "undergraduate teaching" takes up too much time and energy, depriving them of the relative freedom and simplicity necessary for learning and research. While promoting academic exchanges, the mobility of teachers and students has also led to talent loss in some countries, and educational equity is not guaranteed. How to ensure that the reform benefits more countries and economically disadvantaged students is an urgent problem that needs to be addressed in future reforms.

The experiences and lessons learned from the EU's "Erasmus Project" in higher education exchanges and cooperation over the past 30 years provide a paradigm for the current internationalization of education. In the process of internationalizing education, Chinese universities must also enhance their understanding of the concept of internationalization and enrich the diversity of its forms.

2.2 Courses in higher education institutions

We selected the Free University of Berlin, St. Petersburg State University, and the University of Granada as representatives and analyzed their course offerings from the perspectives of foreign language courses, cultural and historical courses, and civic education courses.

2.2.1 Foreign language courses

Language courses reflect the demand for the international and practical aspects of the languages themselves. For example, Chinese, English, German, Russian, Spanish, French, Arabic, and Japanese are all offered at the three universities. Additionally, the differences in language courses also reflect the influence of geopolitical factors and each country's intention to engage with foreign nations. For instance, the Free University of Berlin offers Dutch; St. Petersburg State University offers Latvian, Lithuanian, Georgian, Armenian, and others; while the University of Granada offers Catalan and Galician, among others.

2.2.2 Cultural and historical characteristic courses

The commonality in the cultural and historical courses among the three countries is, on one hand, the inheritance and study of ancient classics, such as "Roman and Ancient Greek Culture", "Classical Art" and "Greek Classical Art". On the other hand, there is a focus on the study and pursuit of advanced civilization and technology, with courses like "China and the Global Economy" and "Chinese Culture and Ethnology".

Based on the differences in historical development and social culture among various countries, significant national distinctions have emerged in the cultural and history courses offered by the three universities. During the rule of Germany, a large number of Jews were persecuted and even massacred. As a result, German universities still offer specialized Jewish studies, with courses such as "Jews in Berlin" and "Jewish Identity and Hope". The historical entanglements between the three Baltic countries, the Balkans, and Russia, along with their important strategic position for Russia, have made this topic a key area of research in Russian universities, including courses like "History and Geography of the Baltic States" and "History of Slavic and Balkan Countries". Spain has also focused its research on Muslim culture and Latin American culture, offering courses like "Spanish Muslim Philosophy" and "Latin American Anthropology".

2.2.3 Citizenship education courses

The topics covered by the citizenship education courses offered by the three universities primarily focus on ecological environmental protection and sustainable development, gender equality and diversity awareness, and social diversity and inclu-siveness. For example, the Free University of Berlin offers courses like "Climate Crisis in the Era of Multiple Crises" and "Gender and Diversity Awareness in the International Context". St. Petersburg State University includes "Sustainable Development and Ecological Politics" and "Gender Politics", while the University of Granada offers "Ecological Anthropology" and "Immigration, Cross-Cultural and Differentiated Management". The Free University of Berlin has elective citizenship education courses available for all undergraduates, whereas the other two universities integrate citizenship education content into their professional studies organically.

By classifying and analyzing the courses of the three universities in Germany, Russia, and Spain, it becomes evident that all three institutions place a strong emphasis on the study of foreign languages. Language courses, especially those focusing on lingua franca, reflect the international nature and practicality of the language itself. The differences in language courses among the three universities also highlight the influence of geopolitical factors and each country's intentions regarding foreign exchanges. In terms of cultural and historical courses, a common theme is the inheritance and study of ancient classics, as well as the pursuit of advanced civilization and technology. However, significant national differences arise based on the distinct historical developments and social cultures of each country. The topics covered in citizenship education courses mainly focus on ecological environmental protection and sustainable development, gender equality and diversity awareness, as well as social diversity and inclusion.

2.3 Social Organization Activities

Germany currently has nearly 25,000 foundations established in accordance with the relevant provisions of the Civil Code and the Foundation Laws formulated by the federal states, making it one of the countries with the largest number of foundations in Europe. The German Academic Exchange Service (DAAD) is Germany's largest international academic cooperation funding agency and the primary scholarship provider for international students studying in Germany. Additionally, there is the "Talent Support Fund (Begabtenforderungswerke)" project, which comprises 13 different funding organizations [17]. The Robert Bosch Stiftung is one of the largest private foundations in Europe, supporting health, science, society, education, and international understanding. The Stiftung Mercator is one of the largest private foundations in Germany. Since 2008, China has become an important area of focus for the Stiftung Mercator, which established a China project team at its headquarters in Essen and opened a representative office in Beijing in 2014. In 2019, the Stiftung launched the German-Chinese Education Exchange Center in Berlin, aimed at enhancing the understanding of China in German schools. This initiative promotes the cultivation of "China competence" among German university and high school students, including Chinese language learning, cross-cultural training, and knowledge of modern China [18].

Social and non-governmental organizations in Spain can be roughly divided into two categories. The first category consists of domestic non-governmental organizations, such as the Spanish non-profit organization "Esplai Foundation." The second category includes transnational regional cooperation organizations, such as the Ibe-ro-American League (Liga Iberoamericana).

Although not as influential or extensive as those in Germany and Spain, Russian social funds and organizations that promote educational cooperation and international exchanges have also developed independently. The main task of Rossotrudnichestvo (Россотрудничество) is to strengthen Russia's humanitarian influence in the world. Educational Support Fund (Фонд поддержки образования) aims to promote international cooperation in the field of education, including support for the Bologna Process. (Академия педагогических проектов Российской Федерации) The Russian Intercultural Foundation (Фонд Интеркультура) is a member of the AFS International Cultural Network.

The development of foundations aligns with the needs of social development stages. In developed countries in Europe and America, particularly Germany, foundations are often used to balance the uneven distribution of wealth and to compen-

sate for gaps in government social security. In recent decades, culture, technology, environmental protection, and climate change have become key areas of concern for these foundations. Currently, the ecological structure of the Chinese foundation sector needs improvement, as does its international perspective and role. We should actively guide more external resources to address social issues through foundations, focus on international understanding education, and collaboratively create a new framework for the internationalization of higher education.

3. Research conclusions and suggestions

3.1 Research conclusions

By comparing the similarities and differences of the development of Germany, Russia and Spain horizontally and vertically, this study innovatively constructed an ecological framework for international understanding education in the field of European higher education, focusing on three aspects: cross-regional organizational activities, higher education courses and social institution activities. The study broadened the scope of international understanding education in China and filled the gap in my country's theory on European international understanding education. The research results can provide practical guidance for Chinese universities in integrating international understanding education into cross-regional international organization activities, implementation of internationalized curriculum design and talent exchange, and the role of social organizations. At the same time, it can provide reference for avoiding a series of problems such as the degree system not conforming to national conditions and the labor market, educational inequality, and talent loss.

1) In cross-regional organizational activities, the three countries have actively engaged in comprehensive and in-depth cooperation with other nations. This includes both formal agreements, such as the Bologna Declaration, and extensive collaborations between universities, exemplified by the Erasmus+ program, in which many social institutions also participate. The scope of student involvement is wide, covering all stages from undergraduate to doctoral programs, including students from both EU and non-EU countries. Many faculty training programs and scientific research collaborations between universities have been established. Furthermore, they have developed an educational model that reflects their unique national and regional characteristics, establishing a unified and mutually recognized degree system and credit conversion system tailored to their national contexts.

2) In terms of curriculum design, language courses—especially lingua franca— reflect the demand for both the internationality and practicality of the language itself. The differences in language offerings among the three universities also illustrate the influence of geopolitical factors and each country's intention to engage with the outside world. Cultural and historical courses reflect the inheritance and study of ancient classics, as well as the pursuit of advanced civilization and technology, while also showcasing national differences rooted in the unique historical development and social cultures of each country. The topics covered in citizenship education courses primarily focus on ecological protection and sustainable development, gender equality and diversity awareness, and social diversity and inclusiveness, though each university has its own emphasis. Germany emphasizes the diverse development of political research and gender awareness, Russia concentrates on discourse power in global political and economic spheres and the management of international relations, while Spain places greater attention on gender equality and immigrant communities. The Free University of Berlin offers elective citizenship education courses for all undergraduates, whereas the other two universities integrate citizenship education content organically into their professional curricula.

3) The development of foundations aligns with the needs of the current stage of social development. Foundations in developed countries in Europe and America, particularly in Germany, are increasingly used to balance the uneven distribution of wealth and compensate for gaps in government social security. In recent decades, culture, technology, environmental protection, and climate change have emerged as significant areas of focus for these foundations.

3.2 Suggestions

The school-based practice and optimization of international understanding education in China is a significant issue in contemporary colleges and universities. Optimizing the content, format, and effectiveness of school-based practice relies on the collaboration of multiple parties to establish a comprehensive international understanding education system that involves diverse stakeholders.

1. Responding to national policies and deepening the high-quality opening up of education.

Chinese education and culture are inevitably set to follow the path of internationalization. The significance of the internationalization of higher education in enhancing the country's hard and soft power cannot be overlooked.

(1) Closely align with the integration needs of educational internationalization and national strategic policies.

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"The Belt and Road Initiative" represents the inevitable logic of China's comprehensive opening up to the outside world and provides greater development space for the internationalization of higher education. The construction of the Belt and Road Education Community, proposed by the Ministry of Education, marks a new direction for China's educational outreach. Learning advanced science and technology from the West and sharing the Chinese story with the world have become equally important. In the process of educational internationalization, Chinese universities must closely align with the integration needs of internationalization and national strategic policies.

(2) Enhance awareness of the concept of educational internationalization and accelerate the progress of internationalizing management and teaching staff.

In the EU's "Erasmus+" program, there are annual exchange and training opportunities for university faculty and staff. Moving forward, to build a high-quality internationalization system for full-time university faculty and management personnel, we should select the best candidates and send them to world-class universities and research institutes. This will strengthen the "radiating" leadership role of the selection process and gradually enhance teachers' international vision and capabilities.

In addition to staying updated on new global developments in their fields, university educators should consciously introduce international trends to students in a comprehensive and objective manner during lectures. They should also educate students to be aware of global issues, sustainable development, environmental protection, and social equity and justice.

2. Optimize the curriculum design and establish a curriculum system for education in international understanding.

International understanding education-related courses contain a wealth of information and utilize a variety of teaching methods. Compared to a single teacher's explanation, the combination of theory and practice enhances students' sense of participation. Additionally, such activities should be designed in a formal and process-oriented manner, ensuring comprehensive student engagement. It is essential to make sure that international understanding education does not become merely a formality but remains targeted.

Furthermore, with the overall improvement in the level of English teaching in China's basic education, the number of college English class hours has been gradually decreasing in recent years. University foreign language teaching should not only focus on language knowledge but also serve as a bridge to enhance international understanding. Offering a variety of language elective courses can cater to the diverse needs and interests of students. As part of university curriculum development, institutions should integrate international understanding education with existing courses, clarify teaching objectives and content, enrich teaching methods, and enhance evaluation methods to improve the quality of international courses in Chinese universities.

3. Enriching social support and encouraging social institutions to participate in educational practices.

At present, universities are deeply studying and implementing Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era and the spirit of the 20th CPC National Congress, while also executing the "Soul-building Project for New Talents of the Times". They should fully understand and apply General Secretary Xi Jinping's important expositions on education, making new and greater contributions to improving the quality of independent talent training. Based on the actual situation of educational modernization, we need to address the questions of China, the world, the people, and the times, and solve the fundamental issues of what kind of people to train, how to train them, and for whom to train them.

Emphasizing international understanding education must include recognizing and identifying with one's own culture, which complements the strengthening of patriotism education. This approach positively promotes the cultural confidence of college teachers and students, enabling the younger generation to effectively tell Chinese stories, convey Chinese voices, and present a credible, lovable, and respectable image of China in future international exchanges.

Therefore, in addition to families and universities, international understanding education requires the participation of the entire society. Social groups, enterprises, and institutions can become partners with colleges and universities, collaboratively planning and executing practical activities to enhance international understanding capabilities. We advocate for social groups to actively leverage various resources, raise funds for academic research and teaching practices, and engage directly in international understanding education. Furthermore, we encourage enterprises and institutions to provide corresponding resources to help cultivate outstanding talents with international understanding.

"The Belt and Road Initiative" is the inevitable logic behind China's comprehensive opening up to the outside world, providing greater development space for the expansion of higher education. The construction of the Belt and Road Education Community, proposed by the Ministry of Education, represents a new direction for China's educational outreach. The study broadened the scope of international understanding education in China and filled the gap in my country's theory on European international understanding education. The research results can provide practical guidance for Chinese universities in integrating international understanding education into cross-regional international organization activities, implementation of internationalized curriculum design and talent exchange, and the role of social organizations. At the same time, it can provide reference for avoiding a series of problems such as the degree system not conforming to national conditions and the labor market, educational inequality, and talent loss. It provides valuable reference for the development of international understanding education in my country, especially the setting of higher education curriculum and the cultivation of international talents. In future research, we will conduct empirical studies through questionnaire surveys to clarify the current status of international understanding education in higher education in China. This includes examining inter-school cooperation, talent mobility, curriculum reforms, and the involvement of social institutions in China's international understanding education.

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