ANALYSIS OF TEACHING OF CHINESE HISTORY AND CULTURE IN ROMANIA UNIVERSITIES: CURRICULUM DESIGN AND EDUCATIONAL PERSPECTIVES

Abstract

The article examines the integration of Chinese history and culture into the curricula of Romanian universities, drawing on a documentary analysis of course syllabi and academic programs across disciplines such as history, political science, international relations, theology, medicine, and physical education. The study differentiates between explicit integration through dedicated courses or modules and implicit integration where Chinese themes are embedded within comparative or thematic content. It also investigates the pedagogical approaches employed in teaching these subjects. Findings reveal an emerging but uneven pattern of curricular engagement with China-related topics. While disciplinary diversity is evident, efforts are often fragmented across institutions and constrained by the limited availability of culturally adapted teaching materials. The article concludes with a set of recommendations to enhance the coherence and reach of Chinese studies in Romanian universities. These include the development of interdisciplinary modules, the creation of context-specific didactic resources, and faculty development initiatives, all aimed at fostering intercultural competence and aligning with broader trends in global education.