Management of the Growth of the Chinese Language Education in Zambia through the Confucius Institute: Marks on the Road

Abstract

Over the past decade Chinese language education in Zambia expanded rapidly, largely because of the establishment and growth of the Confucius Institute at the University of Zambia (CIUNZA). As China deepened its economic, political and cultural ties with Zambia, Mandarin emerged as an important linguistic resource for academic mobility, employment and cross-cultural communication. Despite this expansion, empirical evidence remained limited on the drivers of growth, learner motivations, and operational lessons from CIUNZA’s programmes. This study examined the management, status and outcomes of Mandarin education in Zambia to produce context-specific guidance for policy and programme improvement. Zambia’s language policy environment further complicates implementation, as policies prioritize mother tongue instruction in early grades while interest in foreign languages continues to rise. A convergent mixed-methods design was used. Quantitative data were collected via structured surveys of CIUNZA learners and alumni and were analysed with descriptive statistics in SPSS to identify trends in motivations, perceptions and programme reach. Qualitative data comprised semi-structured interviews and focus group discussions with Zambian and Chinese instructors, CIUNZA administrators, Ministry officials and selected employers; these data were analysed thematically to surface institutional, pedagogical and sociocultural dynamics. Findings from both strands were integrated during interpretation. Three interrelated drivers explained Mandarin’s growth: (1) strategic institutional expansion led by CIUNZA’s teaching centres, (2) strong instrumental and integrative learner motivations with over 80% of surveyed learners cited employment, scholarships or career mobility as primary motives, and (3) supportive sociopolitical relations between Zambia and China. Key challenges included limited numbers of locally trained Mandarin teachers, a shortage of Zambia-contextualised teaching materials, uneven curriculum integration across education levels, and continued dependence on external funding and expertise. Stakeholders called for increased local ownership, curriculum localisation and stronger alignment with national education policy. This sentiment extended to institutional investment, where 56.7% strongly supported the idea that Zambia should develop its own Mandarin teaching infrastructure. Mandarin education in Zambia has, however, achieved notable reach and relevance, but its long-term sustainability requires strengthened management structures, systematic teacher development, and policies that balance external support with national educational priorities. The study recommends investment in Zambian teacher training pathways, production of Zambia specific Mandarin materials, formal integration of Mandarin within language policy frameworks, and improved monitoring and evaluation of learner outcomes to secure sustainable growth.