With strong integration of educational technology and international Chinese education, online Chinese instruction for ASEAN countries has demonstrated distinct advantages in transcending time and space barriers. This study examines the current practices and influencing mechanisms behind the selection of online teaching strategies by Mainland Chinese instructors for non-native Chinese learners in ASEAN, within the context of China–ASEAN strategic cooperation. Employing an explanatory sequential mixed-methods design, the research integrates survey data from 70 teachers in Vietnam, Thailand, and Cambodia supported by in-depth interviews from 12 teachers. The findings reveal a six-dimensional strategic framework: (1) preference for stable platforms like Tencent Meeting (M = 3.61) and Zoom (M = 3.54); (2) diverse teaching modes combining live broadcasts, gamification, and flipped classrooms; (3) interactive strategies centered on real-time participation; (4) a discrepancy between standardized and affective feedback; (5) dual demands for content creation tools and classroom management systems; and (6) a dynamic mix of lecture-based and student-centered pedagogies. Three key factors influencing strategy choice were identified: learner characteristics, systemic support, and instructional process elements. Based on these, a dual-path optimization framework is proposed—integrating synchronous interactivity with autonomous learning, and supported by intelligent tools, data-driven feedback, and teacher training. The study offers a practical solution for reconciling technological integration with effective online Chinese instruction in cross-cultural settings.
Guo et al. (Wed,) studied this question.
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