Philosophical Introspection on Educational and Cultural Inheritance in Strategy Formulation of Overseas Chinese Schools in the Post-Pandemic Era

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.