How new technologies are transforming Chinese language learning: global practices and BRICS cooperation based on AI breakthroughs in 2025

[Abstract] Currently, artificial intelligence technologies allowed breakthrough
development in education and are fundamentally reshaping the ecosystem of language education, and the field of Chinese language learning is undergoing personalized, immersive, and intelligent changes. This paper analyzes the experiences of
BRICS countries in Chinese language teaching, integrates recent data and research
examples, evaluates the potential and risks of AI tools, and proposes a synergistic
development path balancing technological capabilities and humanistic values.

I. Three key AI breakthroughs in Chinese studies in 2025

Owing to the revolutionary innovations in AI technology, there are three key
breakthroughs in Chinese language learning at present:
1. Personalized learning: from “unified teaching” to “precise adaptation”
AI is able to dynamically analyze students’ language skills through natural language processing (NLP) and machine learning algorithms to create personalized
learning programs. For example:
(1) Adaptive learning platforms (e. g., the Chinese version of Duolingo): based
on recordings of student responses and voice data, course difficulty is adjusted in
real time, which in turn improves learning efficiency by 30%.
(2) Smart grammar correction tools (e. g., Chinese version of Grammarly): provide instant feedback when errors are detected, support double parsing of grammar
rules and cultural contexts, and reduce anxiety while learning a foreign language.
(3) Virtual AI conversationalists (e. g., Tandem AI): simulate real-life social
scenarios and practice spoken Chinese to overcome the “dumb Chinese” dilemma.
Advantages: significant improvement of learning efficiency, adaptation to the
needs of students with multilingual backgrounds; disadvantages: over-reliance on
algorithms can weaken cultural understanding, e. g., contextual dependence of idiomatic allusions is difficult to fully understand with AI.
2. Immersive experiences: from “two-dimensional elements” to “multidimensional perception”
(1) Virtual cultural experiences (e. g., “VR class on Chinese history”): students
can “visit” the Forbidden City or the Mogao Caves in Dunhuang and learn about
the evolution of Chinese characters and history through interactive scenarios.
(2) AR-based real-time translation tools (e. g. Chinese version of Google Lens):
scanning Chinese characters instantly displays the translation and pronunciation,
expanding their practical applications.
(3) Data supports: the global VR/AR education market is 18 billion dollars with
an annual growth rate of 40%; MIT research has shown that immersive learning
increases language memorization by 45%.
3. Intelligent assessment: from “result-oriented” to “process optimization”
(1) Emotional monitoring systems (e. g., Goodville’s Sara assistant): detecting student attention distraction and dynamically adjusting learning content. In
addition, students are now wearing smart watches that have multiple monitoring
functions, including psychological monitoring in addition to external security, e. g.,
there are Little Genius and Huawei Children’s Watch in the Chinese market that
have this function. In this way, a contribution is made to optimize the learning process.
(2) Multimodal assessment tools (e.g., KDDI Speaking Assessment): combining phonological, semantic, and intonation multidimensional criteria to identify
pronunciation deficiencies.

II. The dual nature of technology: a dialectic of opportunities and risks.

On one hand, technological innovations can contribute to equal access to education and enhance teaching and learning.
1. Promoting equal access to education: students in remote areas have access
to quality resources through AI platforms (e. g. the Chinese version of Khan Academy), thus bridging the gap in education between urban and rural areas.
2. Reducing teaching costs: AI assistants take care of basic Q&A and homework correction, thus helping teachers focus on teaching higher-order thinking.
On the other hand, the use of technology is inevitably at risk, and the potential
for risk exists from both the developers’ and users’ perspectives.
1. Data breach: behavioral data during the learning process can be misused, so
it is necessary to follow the BRICS Framework Agreement on Cooperation on Data
Security.
2. Superficial cultural understanding: AI translation tools (e. g. DeepSeek)
improve efficiency, but they struggle to convey the cultural meaning of idioms and
proverbs.
The digital gap increases: unequal access to technology may lead to a gap in
educational resources in BRICS countries.

III. Socio-economic aspects: the trend towards technology-based development.

First of all, from an economic perspective, human capacity improvement and
industrial innovation can effectively improve the competitiveness of workers, and
AI-assisted Chinese language training accelerates the training of multilingual talents and helps BRICS companies enter the Chinese market. At the same time, it
can create a new industrial chain, and the education technology market size is
expected to reach 404 billion dollars in 2025, driving hardware development, content creation and other related industries.
In addition, in terms of national strategy, policy synergy and technical standards, the development of ethical guidelines for AI education, reference to China’s
AI development program, and the establishment of data privacy protection norms
and algorithm transparency are conducive to the good development of the industry.
A cloud-based education platform for BRICS countries will be created. The
integration of high-quality Chinese language courses and AI tools from member
countries, such as Baidu Education in China and Yandex Education in Russia, is
performed to integrate resources and promote resource sharing and technological
assistance. A specific starting point can be identified in school to make the integration of “AI + Humanities” into curriculum projects, the use of AI pre-course to deal
with the basics and focus in the classroom on the method of cultural discourse.
There are also efforts to train teachers in digital literacy, such as the “AI Tools and
Instructional Design” offered by Nanyang Technological University in Singapore to
develop teachers’ skills in technology.

IV. Prospects for implementation in BRICS countries: cooperation and
challenges.

1. Results orientation
Language compatibility deepens cooperation: AI tools help BRICS students to
master Chinese, promote economic, trade, scientific, and humanitarian ties.
Synergistic development of technological innovation: collaborative research
and development of multilingual AI models (e. g., BRICS) to reduce dependence
on Western technology.
2. Challenges and recommendations for their solution
Adaptation of technology localization: Chinese language learning algorithms
should be optimized to take into account the linguistic peculiarities of the participating countries (e. g. Russian, Hindi).
Co-creating ethical regulatory mechanisms: establishing a BRICS Committee
on the Ethics of AI Education to prevent technological misuse and cultural hegemony.

V. Conclusion: Towards a “techno-humanistic” symbiotic future of education.

AI technologies have given a new impetus to Chinese language learning, but
their success depends on collaborative innovation and critical utilization by the
BRICS countries. Only by balancing efficiency and ethics, tools and humanism, the
Sustainable Development Goal of “facilitating communication through technology
and building consensus through culture” can be achieved. In the future, we hope to
practically improve language learning and use, strengthen the cooperation strategy
and build mutually beneficial partnership in foreign language learning.

References
• [1] Peng Peihuang. Analyzing deep learning in intelligent educational environment and
building models [J]. Informatization of education in China, 2021, (01):10-14.
• [2] Kai Kupferschmidt. AI Brain manipulation? WHO’s new chief scientist aims to anticipate
global challenges, doi: 10.1126/science.adj4460

Author:
Sun Yixuan, female, Master of International Chinese Language Education
(2023), Institute of Humanities, Shandong Normal University, Zibo, PRC.