Evolving Chinese Learning Needs of Thai High School Students in the Post-Pandemic Era: Coping Strategies from a Qualitative Study at Ratwittaya School

Abstract

To better advance international Chinese education for Thai high school students, it is essential to investigate and analyze their Chinese learning needs. This study explores the changes in Thai high school students’ Chinese learning demands before and after the COVID-19 pandemic, as well as the successful strategies schools have adopted in response. Using Ratwittaya School in Mae Sot, Tak Province, Thailand as a case study, we conducted in-depth qualitative interviews with school administrators, local Chinese teachers, and high school students. The study found that: (1) students’ Chinese learning needs focus on teaching methods, social media, and studying abroad in China; (2) the school’s response strategies center on textbook selection, platform development, and in-school teacher training. It is recommended that the digital and intelligent transformation of international Chinese education at the Thai high school level be continuously promoted through five strategic dimensions: the construction of online Chinese teaching platforms, the development of localized teaching materials, the establishment of collaborative co-teaching mechanisms, the formulation of localized Chinese language curricula, and the integration of artificial intelligence. These initiatives aim to empower Chinese language educators to engage in personalized, ubiquitous, and interactive pedagogical practices.