Philosophical Introspection on Educational and Cultural
Inheritance in Strategy Formulation of Overseas Chinese Schools in the
Post-Pandemic Era
Zhiling Yang
Abstract: It is
upheld that overseas Chinese language schools (CLSs) are crucial in providing
Chinese heritage language education to overseas Chinese children. In this
study, we used case studies to examine the strategy development of CLSs from
the perspective of the philosophy of education, especially in fulfilling the
social responsibility of CLSs by focusing on their education and cultural
heritage and continuing to realize the significance of Chinese cultural
heritage of appreciation. It was found that CLSs could
have a SWOT analysis from market, organization and teaching factors. This
approach aided in decision-making and helped them adjust to evolving
circumstances while effectively meeting the Chinese diaspora community’s needs.
It was also found that a mixed teaching mode was favored by most teachers and
students, indicating the need for flexible educational strategies
post-pandemic. CLS managerial policies regarding students’ learning
scaffolding, teachers’ professional responsibilities, and collaboration and
bonus policies were prioritized in strategy formulation. In this process, CLSs contributed
to a more inclusive and harmonious society through academic excellence,
identity formation and nurturing global citizenship. These
findings show the importance of continuous strategy formulation and advancement
for over 20,000 CLSs worldwide in educational and cultural inheritance.
Keywords:
Philosophical
Introspection. Chinese Schools. Strategy. Cultural Inheritance. Post-Pandemic.
INTRODUCTION
Recognizing
and respecting cultural differences, as well as acknowledging the value of
various cultural identities, are not only a political matter of recognition,
but also a matter of tolerating cultural diversity. For multicultural
citizenship with cultural contexts and pluralism, multiculturalism provides an
approach to managing cultural diversity within different communities. This
approach contributes to social cohesion and individual freedom (Kymlicka,
2002). Diasporic migration substantially drives and results in the
multiculturalization of nationhood, especially in monoethnic countries
(Fittante, 2023). Identity formation is the continuity and discontinuity
intertwined to hold society together, which is never fixed and never final, and
swerve between freedom and security (Bauman, 2011, p. 425). Therefore, cultural
differences and historical legacies present significant challenges in
contemporary global dynamics (Ferguson, 2011, p. 177). Clashes among different
civilizations are inevitable within the same society, often driven by
deep-rooted cultural differences and distinctively shaped identities. These
circumstances call for cooperation and dialogue among civilizations.
Educational
philosophy embodies our values through different statements, establishing
connections with shared values within the broader communities and guiding our
instructional approaches in the classroom (Beatty et al., 2009, p. 108).
Overseas Chinese language schools (CLSs) – educational institutions for
learners navigating multiculturalism and the clashes of different cultures –
play a critical role in preserving Chinese heritage language and cultural
inheritance among overseas Chinese communities. CLSs address identity and
culture issues, often articulated in reified terms (Francis et al.,
2010, p. 101).
Learners
from the CLSs, usually Chinese diaspora descendants, exhibit a strong desire
for integration and blending with broader society with the preservation of
their cultural heritage. They perpetuate their Chinese mother tongue
not only as a tool for communication, but also as an integral part of their
identity (Francis et al., 2009, p. 519). As Sun et al. (2023, p.
477) emphasizes, “It is imperative for parents, educators, and policymakers to
identify and implement strategies to bolster language management and practices
within the home and school environments”.
Furthermore,
the multifaceted role of CLSs in continuing cultural legacy education, during
the post-pandemic recovery, warrants examination. To provide a comprehensive
understanding of the strategic development of CLSs in multicultural contexts,
this paper will conduct a specific case study to discuss the coherence of the
social responsibility of CLSs in the aftermath of the pandemic.
1 LITERATURE REVIEW
1.1
CLSs and OCLE
Language
is considered a cultural heritage that carries history and traditions, bearing
marks for culture and national identity (Xiao; Wen, 2016, p. 7). Heritage
language accompanies immigration, serving as a connection between individual
migrants and their ethnic groups. However, having lived in their
respective overseas countries for an extended period, descendants of the
Chinese diaspora have relatively little access to Chinese culture. Many of them
are born and raised in a multicultural environment and have assimilated into
their residential countries (Thomason, 2001, p. 20). Therefore, children’s
parents, who have a strong bond in heritage language and ethnical identity,
usually send their children to nearby CLSs to maintain the literacy of their
heritage language, known as Overseas Chinese Language Education (OCLE) (Guo,
2020, p. 16).
Statistics
show that there are over 20,000 CLSs serving millions of students, with about
700 CLSs in Europe (Tan, 2021). Globally, those CLSs offer Chinese language
learning along with extra classes, such as calligraphy, arts and crafts, and
martial arts (Zhang, 2003, p. 21). Typically, the classes are conducted
face-to-face after the children finish their public school classes, lasting for
several hours as extracurricular activities. Some CLSs operate on weekends,
allowing overseas Chinese children to be immersed in the heritage language
environment throughout the day (Geng, 2009, p. 116). CLSs provide a structured
learning environment where children can develop and enhance their language
skills, thereby reinforcing their connection to their cultural heritage (Luo;
Wiseman, 2000, p. 307).
1.2
Multiculturalism and Clashes of Civilizations in OLCE
Multiculturalism promotes the idea that different cultural groups
should be able to maintain and express their distinctive identities, practices
and languages. The
necessity of adopting a language perspective in
understanding cultural identities underscores
the importance of overseas CLSs (Lee, 2009, p. 87). Study shows that a
multicultural position has more potential to empower a multicultural school
culture, particularly due to the school
demography (Harjiatanaya; Hoon, 2020, p. 18). OLCE typically serves as a
means for Chinese diaspora communities to maintain
their cultural heritage and language skills in multicultural international
settings. The overseas Chinese children’s
multicultural education, along with the promotion of cultural diversity,
benefits cultural diversity and intercultural understanding (Wang et al.,
2009, p. 31). This can lead to the allocation of support and resources
for learners’ cultural diversity, ultimately enhancing their ability to
preserve the Chinese language and culture while expressing their cultural
identities. Multiculturalism lays the basis for the
transmission of Chinese language and culture across generations.
However,
some societies may not accept or implement multiculturalism or may even
prioritize assimilation over cultural preservation, depending on specific
political and social contexts. As Chinese individuals mingle and live among
native communities, their unique civilizations and individuality continue to be
preserved and maintained within open-minded and accepting social structures (Yacho, 2018, p. 155). In some cases, the promotion of
multiculturalism in CLSs may lead to clashes of civilizations, particularly
as it pertains to language instruction. This is especially relevant when
integrating OCLE within broader educational frameworks and cultural
preservation.
1.3
OCLE challenges and practices post-pandemic
Multicultural discourse is
essential for promoting harmony and social justice within a society, which is
crucial for creating an integrated environment (Budirahuya;
Saud, 2020, p. 141). However, as globalization spreads and cultures mix,
it becomes increasingly difficult to maintain the community’s unique traditions
and practices. CLSs aim at preserving the overseas
Chinese communities’ cultural heritage while also embracing new ideas and
practices.
During the COVID-19 pandemic, CLSs in different regions have diverse regulations. In American Chinese diaspora communities, language
policies in CLSs generally include three components: language management,
language practices and language beliefs (Wu, 2009).
These components interact and are keys to the managerial strategy of CLS, which
can guide the reformulation of management strategies during the pandemic. In host countries, such as Singapore, unexpected
events, like COVID-19, were considered as a
dynamic of language ideologies and practices for transnational children, which provided parameters for Chinese language
learning (Crepaldi; Mirvahedi, 2024, p. 1). In
European nations, such as Germany, France and the UK, challenges, such as
shortages of teaching venues, disparities in teaching quality and
incompatibility of teaching materials, represent major impediments for CLSs (Li; Tian, 2024, p. 3). These issues were
exacerbated during the pandemic, creating a framework of problems that CLSs had
to address. Similarly, challenges for CLSs in
Canada necessitated the development of strategies for the post-COVID era,
including shortages of teaching staff, losses of students, and a need for
suitable teaching modes (Liu; Guo, 2023). Furthermore,
unprofessional and insufficient management strategies—especially in some CLSs
with local managerial faculty—led to the continuation of routines established
before the pandemic, which resulted in declining student numbers or even the
closure of CLSs worldwide (Zeng, 2024).
Despite
these challenges, CLSs have been striving for
continuity of OLCE and made necessary
adaptations in the post-pandemic era. Li (2020) even referred to 2020 as
“the beginning year” for the transformation of international Chinese language
education. Globally, each CLS confronts different managerial problems and
prioritizes various guidelines in strategy formulation due to diverse cultural
contexts, resulting in varied understandings of multiculturalism and clashes of
civilizations.
1.4 Strategy formulation in CLSs under SWOT analysis
SWOT
analysis, which stands for Strengths, Weaknesses,
Opportunities, and Threats analysis, is widely used to assess an
organization’s internal and external environments. This analytical tool is
employed across various organizations worldwide for policy review, national
governance and identifying relationships (Pernaa, 2022, p. 1190). Quantified
SWOT is often demonstrated and analyzed by the Grand Strategy Matrix (GSM) with
four different quadrants. In effective strategic management and development,
the strategy management process usually includes three key components: strategy
formulation, strategy implementation and strategy evaluation (David, 1998). As
educational institutions, CLSs strive to contribute to the local community’s
social fabric through strategic formulation, particularly in the aftermath of
the pandemic. However, CLSs have been confronting and addressing issues related
to the teaching mode decision and the enhancement of teaching quality within
conventional policies or practices. Unfortunately, these aspects have received
insufficient attention in research.
2 METHODOLOGY
The
paper utilizes a case study of Florence Chinese Language School (hereinafter
referred to as FCLS) in Italy to explore its undertaken responsibilities in the
educational and cultural legacy preservation. Additionally, it examines the
contributions of FCLS to OCLE as a global model for diaspora education within
the contexts of multiculturalism and clashes of civilizations. This analysis is
particularly relevant in light of the strategic development in the aftermath of
the pandemic to assist other similar CLSs worldwide that share characteristics
with overseas Chinese communities.
2.1
Facts about FCLS
Established
in September 2001, FCLS has a history exceeding 20 years and is recognized as
the largest local CLS in Florence, Italy. The school is a large-scale CLS and
had approximately 1,100 students, with about 85% being of the Chinese diaspora
and 15% from different ethnic backgrounds in 2019 (generally, total student
numbers under 200 are considered small-scale CLSs, 200-500 medium-scale, and
above 500 large-scale).
In
2011, FCLS earned the prestigious title of Model School of OCLE from the
Overseas Chinese Affairs Office of China’s State Council. This title, granted
by a department of the Chinese government, honors outstanding CLSs worldwide
based on specific criteria, including a minimum enrollment of 300 students and
the provision of well-equipped facilities. Currently, FCLS operates two
campuses: the Paolo Zlo campus, in Florence, and the Santorini campus, in
Gambi.
FCLS
has established strong partnerships with Italian local governments, with its
main campuses located within public schools in Italy. Before the pandemic,
extra classes, including Chinese language courses, were conducted in local
public school buildings, with additional classes offered on Saturdays. Notably,
FCLS was renowned for providing half-day after-school classes, primarily in the
afternoon following regular public school hours. Its curriculum included four
years of Chinese language learning for primary school students, two years for
junior middle school students and two years for senior high school students, by
compressing the standard six-year primary school curriculum into four years and
the three-year junior and senior middle school curricula into two years each,
by an extra mid-year semester during summer.
At the startup of FCLS in 2001, a
comprehensive management policy, called the “Policy of Regulatory Requirement
of Teachers of FCLS”, was formulated with six divisions. This policy detailed
teachers’ roles and responsibilities, which comprised six divisions that
covered various aspects of students’ learning environment scaffolding and
teachers’ professional responsibilities and growth. In 2015, a revised policy,
named the “Mark and Evaluation Policy of Teachers of FCLS”, was implemented
with two extra divisions: an evaluative marking system for teachers and a bonus
system. Notably, FCLS did not establish a new management policy regarding
online teaching during the pandemic. Instead, adhering to the previous policy
of 2015, four additional guidelines—punctuality, responsibility, negotiability
and flexibility—were encouraged from the onset of the pandemic in 2020.
2.2
SWOT analysis of FCLS from the philosophical perspective
Previous
discussions about the challenges and practices of CLSs indicated that no CLS
had implemented SWOT analysis in its strategy formulation process
post-pandemic. In this study, the four quadrants of strength, weaknesses,
opportunities and threats of FCLS, in the post-pandemic, can be identified
through SWOT analysis:
Figure
1
– SWOT analysis of FCLS in the post-Covid 19 era
Source:
Based on the author’s fieldwork.
Figure 1 shows the SWOT analysis of
FCLS considering the market-related, organizational-related and teacher-related
factors from all stakeholders. This analysis partially indicates how FCLS
differs from other CLSs worldwide, such as the Chinese expatriate population’s
unique characteristics in its local communities, its long history since its
establishment, competition from rival CLSs, the privilege of being recognized
as a Model School of OCLE (which provides support from the Chinese government
and higher education institutions) and its collaboration with local public
schools. All these factors contribute to strengths and opportunities, as well
as threats and weaknesses. To effectively incorporate the principles of
educational and Chinese cultural inheritance within both native and overseas
Chinese communities’ diverse cultures, FCLS has been urged to formulate a new
management strategy accordingly. The goal is to provide high-quality teaching
and to create a supportive and enriching learning environment for overseas
Chinese descendants.
2.3
Data gathering and analysis
Given
the stakeholders’ complexity in FCLS, the management strategy development and
formulation process consisted of three stages: polling (to assess students’
preferences for the teaching mode in the upcoming school year 2021-2022,
collected by teachers two weeks before the upcoming semester), online
questionnaire survey (conducted by faculty and staff members one week after)
and policy review meetings (led by the FCLS board of the school), followed by a
trial period. The online questionnaire was administered one week before the
beginning of the school year and comprised several close-ended questions (a
5-point Likert scale, with 5 representing the highest rating) and one
semi-open-ended question (optional). Data were collected in real-time from 28
teachers (including those teaching Chinese, arts, calligraphy, social studies
and programming) and six executives in managerial, financial, academic affairs
and logistics positions. The data analysis of the questionnaire responses aimed
to reveal the management strategy formulation, taking into consideration the
strengths, weaknesses, opportunities and threats facing FCLS in the context of
multiculturalism and clashes of civilizations.
3
RESULTS
3.1
Teaching mode to be decided
Source:
Based on the author’s fieldwork.
According
to Figure 11, FCLS received a positive rating for each division in the
currently employed policy nine years ago. This reflects that the existing
policy has effectively supported and empowered the vitality of FCLS with some
amendments.
As
is shown in Figure 12, 19 teachers provided 66 different responses (with
keywords). Most responses were related to professional development and teaching
methodologies, teaching quality, class and classroom management, teaching
resources and reward systems, which aim to leverage resources and ensure a rich
and effective online learning experience for students, as well as an improved
teaching experience for educators.
4 DISCUSSION
Policy
formulation can provide governance and is often affected by the behavior of a
variety of individuals in society (Howlett; Rayner, 2007). It helps to better
understand the linkages between policy formulation and policy implementation,
thereby providing insights into the policy and decision-making process. The
strategy formulation in FCLS can be examined multi-dimensionally.
4.1
A mixed teaching mode
According
to Figure 3 and Figure 4, a larger percentage of both teachers and students
have preferences for offline teaching despite some opposition. This diversity
of opinions presented a challenge for FCLS to balance tradition and innovation
in its educational approach with a more effective teaching platform. In the
SWOT analysis, several favorable factors for FCLS, such as a large number of
students, a good reputation in the local community, the advantages of being a
Model School of OCLE and a significant market due to the tens of thousands of
overseas Chinese in Florence, compared to other CLSs enable FCLS to regroup
teachers effectively.
Considering
the potential inability to have offline teaching for all students since
September 2021, a mixed online and offline teaching mode has been implemented
as a viable solution. At FCLS, students are permitted to switch between dual
online and offline classes of the same grade, provided that their learning
progress aligns across the two formats. The mixed mode of teaching allows
students to choose their learning mode based on their distance to FCLS
campuses, their attention spans and their levels of self-discipline.
Furthermore,
challenges, such as fluctuating student enrollment between offline and online
formats, the availability of online Chinese learning apps, free online
resources and the impact of family income on commuting options, hinder the
arrangement of class sizes and stability, especially during and after the
pandemic. Competition from high-quality online classes or rival CLSs offering
lower tuition fees represents another challenge. These issues pose challenges
for all educational institutions. In the case of FCLS, being the largest CLS,
in local Chinese diaspora communities, allows it to benefit from word-of-mouth
promotion, an open market and a large number of quality graduates over the past
two decades, which helps mitigate the risk of declining student numbers.
For
other CLSs, whether they can survive or thrive under the impact of the pandemic
depends on how to deal with those challenges effectively. For smaller CLSs, to
merge with other CLSs, to maintain one advantageous teaching mode and to cut
some higher grades with few students have been solutions worldwide.
Nonetheless, quality teaching and successful learning outcomes remain the
cornerstone of any educational organization.
4.2 Management strategy formulation detail
According
to Figure 11, all divisions of the existing policy in FCLS show a good
satisfaction rating, indicating no need for major revisions to the current
policy. However, professional growth and fairness of the bonuses system are two
policies with relatively lower ratings, which are consistent with the results
of the semi-open-ended questions in Figure 12. Recommendations from Figure 12,
such as “more financial incentives” and “a pay raise,” were shared by most
participants. Therefore, it is suggested that FCLS focuses on making minor
amendments and adjustments to the existing policy rather than undertaking a
complete overhaul. Following the decision-making process by the FCLS board of
school and a trial period, several new divisions have been added in response to
the SWOT analysis and survey results. Adjustments and amendments were made,
such as students’ learning scaffolding, teachers’ professional responsibilities
and collaboration, and the bonus system.
Quality
classroom teaching that integrates both language and cultural content has been
prioritized at FCLS by scaffolding students’ learning. With threats and
weaknesses identified in the SWOT analysis, in Figure 1, the new policy
includes more detailed guidelines on how to incorporate cultural and
traditional activities into language learning through effective classroom
management, learning resources, support from the Chinese community, ongoing
student assessment, as mentioned in Figure 7, and collaborations with various
educational institutions in both Italy and China. This supports its commitment
to imparting knowledge and preserving cultural values for the benefit of its
students in the digital age. For instance, FCLS teachers are expected to
provide timely feedback on assignments and offer separate online and offline
art classes. Small group interactions in the classroom are typically organized.
Those measures aid, in the digestion and understanding of language content, and
facilitate cultural understanding.
At
FCLS, teachers of the same grade, both online and offline, are encouraged to
engage in discussions and finalize their teaching plans before semesters begin
to ensure consistency in teaching content. Regular communication and constant
progress checks between offline/online teachers of the same grade ensure
students’ success in learning mode switching, during which greater
collaboration and professional responsibility among teachers can be fostered.
This necessitates closer collaboration and monitoring of teaching progress
between both online and offline teachers of the same grade to ensure consistent
teaching content. This is particularly important in subjects like the Chinese
language, where the same textbook is used in both offline and online classes, helping
to mitigate inconsistencies in students’ learning outcomes.
The survey results in Figure 11
indicate the lowest satisfaction ranking between FCLS faculty and staff
regarding the fairness and effectiveness of the bonus policy, which suggests
that the current system is not meeting their expectations or needs. A desire
for increased financial incentives and pay raises, as noted in Figure 12,
reflects the importance of a well-designed bonus system, serving as a powerful
tool to motivate staff by directly linking their performance to financial
rewards, thereby fulfilling their demands and boosting overall job
satisfaction. Therefore, a more comprehensive and transparent evaluation
process and criteria are recommended. To address these concerns, FCLS has
established a committee composed of administrators, senior teachers and
relevant executives to evaluate working performance through a holistic
assessment of the new policy, with consideration of feedback from CLS students
and their learning outcomes.
4.3 Impact and implication of FCLS strategy
development
The main purpose of CLS strategy
development is to enhance the overseas Chinese children’s academic excellence
by providing high-quality language instruction and educational programs. The
SWOT analysis conducted in this research is practical and can serve as a
valuable resource for other CLSs confronting similar dilemmas, allowing them to
leverage strengths and opportunities while mitigating weaknesses and threats
from market, organization and teaching factors. FCLS emphasizes collaboration
both in China and Italy, which is essential for maintaining high educational
standards amidst multicultural challenges. CLSs can provide ongoing education
tailored to the unique challenges faced by teachers in different contexts. For
instance, schools in regions with high demand for Chinese language education,
but limited resources, could adopt the method of FCLS of allowing students to
switch between online and offline classes, based on their circumstances, such
as those in North America or Europe, and could particularly benefit from this
flexibility. This approach not only increases accessibility, but also
accommodates diverse learning styles and schedules, ultimately improving
student engagement and retention, as well as fostering the teachers’
professional growth (Jung, 2017, p. 303). This
aligns with the position of OCLE to support the overseas Chinese expatriates’
long-term survival and development.
In the teaching syllables, CLS
teachers typically develop joint projects and activities that integrate the
Chinese language and culture into the curriculum. These practices in CLSs
facilitate interactions among students from different countries in their host
countries, including those from various ethnic backgrounds, through classroom
activities during the Chinese language and culture teaching process. Such
initiatives enhance language proficiency and cultural understanding and foster
identity formation for the Chinese diaspora in the context of cultural
integration. Achieving good recognition in both their host country and China is
essential for a collective enhancement of identity formation disparities. The complex processes of identity formation and cultural
transmission among Chinese diaspora populations for Chinese language learners are
the primary goals of OLCE for Chinese language learners in diasporic
communities (Hancock, 2014, p.63).
CLSs can strengthen their ties with
local communities and China to enhance their sustainability, promote a positive
perception of OCLE globally, and encourage inclusivity and support for
multicultural education settings. This collaboration leverages its reputation
and neighborhood support, facilitating resource sharing, curriculum development
and the creation of immersive multiculturalism experiences for students. CLS
students’ learning experiences often involve cultural immersion activities,
particularly through the provision of separate cultural classes. These classes
aim to enhance practical language skills and cultural experiences for students,
which are crucial for those living in a multicultural environment, especially
in regions involved in the Belt and Road Initiative.
CONCLUSION
CLSs
can conduct SWOT analyses to identify strengths, weaknesses, opportunities and
threats specific to their contexts. This guides decision-making, allowing CLSs
to adapt to changing environments and better serve their communities. CLSs are
advised to implement a mixed offline/online teaching mode in the aftermath of
the pandemic. This flexibility not only caters to diverse learning preferences,
but also improves accessibility for students in various contexts. CLSs can
create multicultural classrooms that include traditional Chinese cultural
immersion activities to foster a deeper connection between students and their
heritage to enhance language acquisition while promoting identity formation
among students. Additionally, CLSs can establish partnerships that enhance
their educational offerings and promote cultural exchange, thereby nurturing a
sense of global citizenship and ensuring their sustainability. This ensures
their continued significance in the global context of multiculturalism and the
complexities of civilization clashes.
The
case study of FCLS showcased the commitment of CLS to academic excellence,
identity formation and nurturing overseas Chinese children as global citizens.
OCLE and CLSs strive to adapt effectively to the aftermath of the pandemic by
promoting a balanced mix of tradition and innovation, as well as adaptability
to changing circumstances in a multicultural world. A holistic approach to OCLE
ultimately benefits the Chinese diaspora by preserving the rich Chinese
cultural heritage.
Introspecção
filosófica sobre herança educacional e cultural na formulação de estratégias das
escolas chinesas no exterior, na era pós-pandemia
Resumo: As escolas de
língua chinesa no exterior (CLSs) são cruciais para oferecer o ensino da língua
de herança chinesa às crianças chinesas, no exterior. Neste estudo, utilizam-se
estudos de caso para examinar o desenvolvimento da estratégia das CLSs, sob a
perspectiva da filosofia da educação, especialmente no cumprimento da
responsabilidade social das CLSs, concentrando-se em sua educação e herança
cultural, e continuando a perceber a importância da valorização da herança
cultural chinesa. Descobriu-se que os CLSs poderiam fazer uma análise SWOT dos
fatores de mercado, organização e ensino. Essa abordagem auxiliou na tomada de
decisões e os ajudou a se ajustarem às circunstâncias em evolução, ao mesmo
tempo que atendiam com eficácia às necessidades da comunidade da diáspora
chinesa. Também foi constatado que a maioria dos professores e alunos preferia
um modo de ensino misto, o que indica a necessidade de estratégias educacionais
flexíveis, após a pandemia. As políticas gerenciais dos CLSs, em relação aos
andaimes de aprendizagem dos alunos, às responsabilidades profissionais dos
professores e às políticas de colaboração e bônus, foram priorizadas na
formulação da estratégia. Nesse processo, os CLSs contribuíram para uma
sociedade mais inclusiva e harmoniosa, por meio da excelência acadêmica, da
formação de identidade e da promoção da cidadania global. Essas descobertas
mostram a importância da formulação e do avanço contínuos da estratégia, para
mais de 20.000 CLSs, em todo o mundo, na herança educacional e cultural.
Palavras-chave: Introspecção
filosófica. Escolas
chinesas. Estratégia. Herança cultural. Pós-pandemia.
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Submission: 13/06/2024 – Decision:
06/09/2024
Revision: 22/09/2024 –
Publication: 28/10/2024
