International Journal of Education

This study focuses on three official Chinese language teaching syllabi issued by the National Institute of Education of Sri Lanka. Employing textual analysis and comparative research methods, we systematically delineate their localized construction logic and internal progression system, and compare them with mainstream international language education standards. The findings reveal that the macro-level design of this series of syllabi aligns with Sri Lanka’s basic education objectives and competency framework, reflecting a conscious effort toward localized adaptation. Nevertheless, when benchmarked against prominent international frameworks, three notable limitations are identified: first, competency descriptions lack sufficient operability and measurability; second, the core quantitative indicator system remains underdeveloped; third, approaches to fostering cross-cultural competence are not systematically integrated. This study seeks to provide empirical evidence for advancing Chinese language education in Sri Lankan secondary schools, and offer theoretical insights and practical models for developing localized Chinese curriculum systems in non-Chinese character cultural contexts along the Belt and Road Initiative.

Sri Lanka; International Chinese education; Teaching syllabi; Curriculum standards; Localization