Language education: A strong bridge between Iran and China – Tehran Times

Strategic Imperatives of Sino-Iranian Educational Cooperation for Sustainable Development

Fostering Global Partnerships and Peace (SDG 16 & SDG 17)

Dialogue and mutual understanding between civilizations are identified as fundamental necessities for sustaining global peace and cooperation. The historical relationship between Iran and China, established through the Silk Road, provides a foundation for contemporary interaction. This report underscores that strengthening this dialogue is a strategic imperative for achieving the Sustainable Development Goals.

• SDG 16 (Peace, Justice and Strong Institutions): Intercultural dialogue is presented as a primary mechanism for promoting peaceful and inclusive societies. The exchange of ideas, not just goods, fosters mutual respect and understanding, which are critical for global stability.
• SDG 17 (Partnerships for the Goals): The continuation of the long-standing Sino-Iranian relationship through educational and cultural initiatives serves as a model for strengthening global partnerships. Language is positioned as the principal tool for building these essential international connections.

Enhancing Quality Education for Global Citizenship (SDG 4)

The integration of Chinese language instruction into the national curriculum is analyzed as a strategic investment in human capital, directly contributing to SDG 4. This initiative aims to equip the next generation with the necessary skills to navigate a multipolar world.

1. Investment in Future Generations: Language education is framed not as an extracurricular activity but as a core component of quality education, providing lifelong learning opportunities and preparing students for global citizenship.
2. Developing Global Competencies: Learning Chinese offers learners entry into a different system of thought, philosophy, and cultural values. This cultivates culturally aware talent capable of participating effectively in international forums.
3. Modernizing Pedagogical Approaches: A recommendation is made to evolve language instruction beyond traditional methods. To align with SDG 4’s emphasis on relevant and effective learning outcomes, the focus must shift to:
   • Scenario-based conversational skills.
   • Intercultural communication competencies.
   • Practical application in contemporary digital and commercial contexts.

Promoting Economic Growth and Reducing Inequalities (SDG 8 & SDG 10)

This report links language proficiency directly to economic empowerment, addressing key targets within the 2030 Agenda. Given China’s role as a major global economy, linguistic skills are essential for equitable participation in international commerce and development.

• SDG 8 (Decent Work and Economic Growth): Proficiency in Chinese is identified as a critical skill for accessing economic opportunities. It enables future generations to engage in business negotiations, understand commercial nuances, and contribute to sustainable economic growth.
• SDG 10 (Reduced Inequalities): By providing students with the tools to communicate and compete on a global stage, educational diplomacy helps reduce inequalities. It empowers them to transition from being consumers of global goods to becoming active and informed participants in high-level economic decision-making.
• Digital Economy Integration: Competency in using Chinese digital platforms is highlighted as an essential skill for inclusion in a significant and rapidly growing segment of the global digital economy.

Analysis of SDGs in the Article

1. Which SDGs are addressed or connected to the issues highlighted in the article?

1. SDG 4: Quality Education
   • The article’s central theme is the importance of education, specifically “teaching Chinese in schools.” It argues that this is a “strategic investment in the next generation” to provide students with valuable skills for the modern world.
2. SDG 16: Peace, Justice and Strong Institutions
   • The article begins by stating that “dialogue between civilizations is not merely a slogan; it is a necessity for sustaining peace, development, and global cooperation.” This directly connects the theme of intercultural communication to the goal of fostering peaceful societies.
3. SDG 17: Partnerships for the Goals
   • The text emphasizes strengthening the relationship between Iran and China through “educational diplomacy,” which “serves as a bridge that closes cultural gaps and deepens international understanding.” This highlights the role of bilateral partnerships in achieving common goals.

2. What specific targets under those SDGs can be identified based on the article’s content?

1. Under SDG 4: Quality Education
   • Target 4.7: “By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for… global citizenship and appreciation of cultural diversity…”
     • The article directly supports this target by advocating for language education that allows Iranian youth to become “familiar with Eastern philosophy, Chinese social structures” (appreciation of cultural diversity) and to become “active and informed participants in high-level global discussions” (global citizenship).
2. Under SDG 16: Peace, Justice and Strong Institutions
   • While the article doesn’t point to a specific numeric target, its entire premise supports the overarching goal of promoting peaceful and inclusive societies. The emphasis on “dialogue and mutual understanding” as a “necessity for sustaining peace” aligns with the spirit of SDG 16.
3. Under SDG 17: Partnerships for the Goals
   • Target 17.6: “Enhance… South-South… cooperation on and access to… innovation and enhance knowledge sharing…”
     • The article describes the historical and modern exchange of “ideas and meaning” between Iran and China, framing the teaching of Chinese as a tool to continue this “long-standing path rooted in the two nations’ commitment to knowledge and communication,” which is a form of South-South knowledge sharing.
   • Target 17.9: “Enhance international support for implementing effective and targeted capacity-building in developing countries…”
     • The article presents learning Chinese as a “form of cultivating cultural and international talent,” which is a direct form of capacity-building for the next generation to engage effectively in the global economy and diplomacy.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

1. For SDG 4 (Target 4.7)
   • The article implies a connection to Indicator 4.7.1: “Extent to which (i) global citizenship education and (ii) education for sustainable development are mainstreamed in (a) national education policies; (b) curricula…”
   • Explanation: The author’s argument that “teaching Chinese in schools is not an extracurricular activity but a strategic investment” is a direct call to mainstream this form of global citizenship education into the national curriculum. Progress could be measured by the inclusion of Chinese language and intercultural communication courses in the official school system.
2. For SDG 16 (Promoting Peace)
   • The article does not mention or imply any specific, quantifiable indicators for measuring peace. The connection is qualitative, suggesting that increased dialogue and understanding, fostered through language education, contribute to a “culture of peace.” Progress would be measured through diplomatic and cultural relations rather than a specific SDG indicator.
3. For SDG 17 (Partnerships)
   • The article implies several practical, though not official, indicators for measuring the strength of the partnership.
   • Explanation: Progress towards the targets could be measured by:
     • The number of students enrolled in Chinese language programs within the national education system.
     • The development of curricula focused on “practical and cultural competencies” and “intercultural communication,” as advocated in the article.
     • The number of graduates who can “handle basic business negotiations” and use “Chinese digital platforms,” indicating successful capacity-building for economic partnership.

4. Table of SDGs, Targets, and Indicators

Source: tehrantimes.com