Visual Analysis of International Chinese Language Teachers’ Development Research in the Past Three Decades (1995–2025)

The development of international Chinese language teachers is one of the core research areas in the discipline of international Chinese language education, with key focuses including the critical factors influencing teachers’ professional growth, the construction of development pathways, and the supporting mechanisms to facilitate teachers’ adaptation to local teaching environments. This study employs CiteSpace 6.3.1, a bibliometric visualization tool, and takes the China National Knowledge Infrastructure (CNKI) as the data source to analyze relevant literature published in domestic journals from 1995 to 2025, aiming to reveal the evolutionary trends and core topics of research on international Chinese language teachers’ development. Cluster analysis identifies seven fundamental thematic clusters accumulated over three decades in this research field. Citation-based trend analysis further divides existing research into established core themes and newly emerging research streams. Traditional core research priorities mainly cover Teaching Chinese As a Foreign Language (TCFL) curriculum design, teacher training frameworks, textbook compilation, and Chinese international promotion strategies. Recent emerging research frontiers are aggregated into three broad dimensions: reflective pedagogy and empirical research practice, teachers’ cross-cultural competency and identity construction, and the application of generative artificial intelligence (GAI) and large language models alongside localized Chinese plus vocational education exploration. This review systematically maps the field's developmental trajectory and offers prospective insights into its future research frontiers and practical orientations.