Enhancing the global reach and pedagogical diversity of online Chinese language education across cultural contexts: Evidence from Anglophone West Africa

This study explores the dynamics of online Chinese language education in Anglophone West Africa, focusing on Ghana, Nigeria, Liberia, and Sierra Leone. Employing a sequential explanatory mixed-methods design, the research investigates demand trends, pedagogical requirements, and the impact of cultural adaptation and technological integration on learner engagement and outcomes. Quantitative analysis of 319 participants reveals a rapidly growing demand, with economic opportunity and cultural curiosity as primary motivators. Structural Equation Modeling demonstrates that culturally relevant pedagogies significantly enhance engagement and course completion, particularly when local content is integrated. Qualitative findings highlight learners' resilience, hybrid linguistic identities, and adaptive strategies in response to infrastructural challenges. The study concentrates on the use of online learning platforms, mobile-enabled environments, and improvisational tools (such as learning management systems and messaging applications), rather than commercial e-commerce marketplaces. It underscores the importance of culturally responsive instruction, flexible technology, and social learning structures in optimizing online language education. These insights inform policy and practice, offering a blueprint for designing inclusive, contextually grounded digital language programs in resource-diverse, multicultural environments.