A foreign teacher writes Chinese characters at the Kunshan Qiandeng Tinglin Primary School in East China's Jiangsu Province. Photo: Courtesy of Guo Xiaoyue

The inaugural Belt and Road Initiative (BRI) Teacher Development Exchange Project, held in Shanghai, was aimed at sharing the successful experiences of Chinese education with participants from BRI participating countries and opening a new avenue for the strengthening of pedagogical cooperation and people-to-people exchanges, the organizer of the project told the Global Times on Monday.

Themed "Better Teacher, Better Education," the project, organized by the Soochow University New Era Teacher Fund and UNESCO Teacher Education Centre (TEC) in Shanghai, is designed to promote the exchange of pedagogical ideas and experiences among participants from BRI participating countries.

Its primary ­objective is to create a nongovernmental education cooperation mechanism and facilitate knowledge sharing and collaboration in the field of education.

The theme emphasizes the critical role of teachers in providing quality education and the need for continuous professional development. Strategies to improve teacher training programs, incorporate innovative teaching methods, and support career advancement were discussed during the 14-day event, along with the importance of teacher performance evaluations and maintenance of a work-life balance.

On the occasion of the 10th anniversary of the BRI, 26 education administrators, university educators, researchers, as well as school principals and teachers from 17 BRI participating countries including Hungary, Singapore, Uzbekistan, Chile, Ethiopia, Nigeria and Laos were invited to share their expertise at the inaugural project which concluded in November.

The participants attended a diverse range of thought-provoking lectures and interactive workshops, and gained immersive cultural experiences as they visited elementary schools and Soochow University in East China's Jiangsu Province. 

Intellectual support

Zhu Yongxin, vice chairman of the 14th National Committee of the Chinese People's Political Consultative Conference, said the project, launched against the backdrop of the 10th anniversary of BRI, aims to work together with education practitioners around the world to explore "what we need to do in education to build a community of shared future for mankind."

The official launch of this project is China's new attempt to boost educational exchanges between BRI participating countries. Zhu expressed hope that such cooperation could help participants contribute to the understanding of their countries' education, science, and cultural sectors by the rest of the world.

Ning Bo, project manager at the TEC and professor at the Shanghai Normal University, told the Global Times on Sunday that the teacher education project was to demonstrate China's successful experiences in basic education and faculty building to counterparts from BRI participating countries, and provide ­intellectual support for the construction of ­faculty teams by those members.

Participants of the project have a group photo taken with students at the Kunshan Qiandeng Tinglin Primary School in East China's Jiangsu Province. Photo: Courtesy of Guo Xiaoyue

The TEC is a UNESCO Category 2 Center established in 2017 and was soon followed by two other Category 2 education centers in China: The International Research and Training Centre for Rural Education in Beijing and the International Centre for Higher Education Innovation in Shenzhen, South China's Guangdong Province.

Guo Xiaoyue, manager of the Soochow University New Era Teacher Fund, told the Global Times on ­Monday that the project provides international education counterparts with an opportunity to understand the development of Chinese education, and also serve as a mutual ­learning platform for participants to exchange ideas.

"Education officials and scholars from 17 countries had an in-person experience of how Chinese culture is rooted in the school curriculum by ­visiting schools in Jiangsu and Shanghai. This ­education network has laid the ground for further ­connection of more resources and formation of a permanent international education exchange avenue among participants," Guo said.  

They also want to invite their Chinese counterparts to participate in pedagogical exchanges and training events held in their respective countries. 

It is ­expected that more experts from ­China's successful education ­practices will use more international forums to establish in-depth cooperation and explore the development model of a high-quality faculty team, Guo noted.

Lasting impact

One of the participants Bulgan Zorigoo, a Mongolian teacher, told the Global Times that the project left a lasting impact and garnered widespread attention for its focus on the fostering of collaborative learning and professional growth among educators.

By bringing together educators from diverse backgrounds, the event provided a unique opportunity for participants to gain global perspectives on education, learn from different cultures and understand the challenges faced by different nations, Zorigoo said. "Visiting Chinese schools and universities like Renmin University Suzhou campus offered us valuable insights into different educational systems and practices, promoting cross-cultural learning experiences," Zorigoo said.

Pedagogical approach was another important theme of the project, which focused on instructional strategies to promote student engagement and enhance learning outcomes. The role of teachers in creating inclusive classrooms, supporting students with special needs, and fostering a positive learning environment for all students was highlighted, according to professor Ning.

It was an enriching experience with the potential to transform education in Mongolia and other participating nations. By fostering international collaboration, exposing educators to diverse teaching methodologies, and promoting the exchange of ideas, this project has empowered teachers to enhance their professional growth and implement innovative strategies in their classrooms, Zorigoo noted. 

In addition, the connections established during the project will serve as a solid foundation for ongoing communication and cooperation among educators, further strengthening education systems worldwide. 

"The established connections paved the way for joint research projects, knowledge sharing, and future collaborations among participating nations," she said. 

As the impact of the project resonated throughout the participating nations, Guo said that they will continue to create opportunities for international educators to collaborate globally, embrace new teaching approaches, and shape the future of education for generations to come.