In the context of profound transformations in the global language education landscape and the rapid development of digital technology, international Chinese language education faces new developmental opportunities and challenges. The "Multiple Perspectives" column of the *International Chinese Language Education (Chinese-English)* journal brings together numerous renowned experts from various fields to collectively explore the disciplinary construction pathways and frontiers of academic research in international Chinese language education, aiming to solidify the foundation and chart the direction for disciplinary development.

Professor Zhao Jinming points out that the disciplinary construction of international Chinese language education needs to proceed from two dimensions: Chinese language teaching and cultural dissemination for foreign learners, and the construction of a talent cultivation system. Currently, the rise of the "Chinese Plus" model signifies an important direction for disciplinary transformation, and cultivating high-level talent has become a strategic demand for national development. Chinese language teaching faces the dual tasks of popularization and enhancement, requiring improved teaching efficiency and quality, strengthened teaching of phonetics, characters and written language, discourse and textual expression, and the construction of a teaching system with Chinese characteristics.

Professor Ma Jianfei emphasizes that the disciplinary construction of international Chinese language education needs to focus on the rapid development of professional degrees and the integrated development of language and culture. The vigorous development of professional degrees has driven the deepening and expansion of the connotation of disciplinary construction; they share the same origin as academic degrees but have different emphases. Disciplinary construction must also closely revolve around the teaching and dissemination of Chinese civilization, cultivating talents who understand, are friendly towards, and feel close to China. To promote high-quality disciplinary development, it is essential to adhere to a micro-research orientation, pay attention to the growth of young scholars, and attract more international scholars to participate in research and publish findings.

Teacher Development Research and Integrated Teaching: Forging a New Ecology for International Chinese Language Education

Discusses two key dimensions of disciplinary construction in international Chinese language education: the systematic supplementation of teacher development research and the diversified innovation of integrated teaching. Points out that current teacher development research lacks systematicity, with training often remaining at the level of skill transmission, lacking targeted design, and having a singular research focus, which affects the implementation of educational philosophies and the advancement of localization goals. Emphasizes the need to learn from the experiences of foreign language disciplines, establish cross-institutional research platforms, focus on the pain points of teacher development, and cultivate a teaching force with strong professionalism and local adaptability. Simultaneously, elaborates on the importance of integrated teaching, considering it key to expanding the ecological space for disciplinary development. It should expand from "Chinese + Vocational Skills" to "Chinese + Academic Discipline" education, cultivating interdisciplinary talents to meet the disciplinary transformation needs of overseas Chinese departments or Sinology departments.

Disciplinary Construction and Scientific Research in International Chinese Language Education from an Artificial Intelligence Perspective

Discusses the importance and pathways of disciplinary construction and scientific research in international Chinese language education from the perspective of artificial intelligence. Points out that the development of generative AI and large language models has integrated AI into various aspects of international Chinese language education, necessitating confronting challenges and actively exploring solutions. Proposes that disciplinary construction should start from theoretical exploration, disciplinary integration, research on teacher competencies, and research on impacts on second language learners. It also needs to strengthen discussions on large language models, including human-computer interaction modes, multi-model collaboration, the exploration of comprehensive language abilities, and research on logical thinking skills, to achieve the disciplinary mission of language transmission, cultural understanding, and humanistic connection.

Application Orientation: Core Issues in the Professionalization of International Chinese Language Education

Discusses the core issues in the professionalization of international Chinese language education, emphasizing that in the current context of transformation and quality enhancement, international Chinese language education should shift towards professionalization and develop "Chinese + Vocational Skills" education. Proposes specific research directions from five aspects: language feature research, teaching resource development, talent cultivation, teacher training, and evaluation standards. Points out the importance of foundational work such as constructing a graded and classified professional vocabulary system, reconstructing a vocationally-oriented teaching grammar system, and integrating Chinese corporate culture and values, as well as the necessity of practical explorations such as summarizing textbook compilation experience, constructing pathways for cultivating interdisciplinary talents, building teaching teams, and improving evaluation standards. The aim is to promote the sustainable development of international Chinese language education, serve learners' career growth, and facilitate Sino-foreign cooperation.

Towards a New Era: Transformation and Construction Directions for International Chinese Language Education

Discusses the transformation and construction directions for international Chinese language education in the context of the new era. Professor Mao Yue points out that international Chinese language education currently faces the contradiction between robust learning demand and insufficient teaching resources, including teacher shortages, low levels of localization and digitization of textbooks and courses. To address these challenges, disciplinary construction should be strengthened in five areas: First, ensuring the quality of education and teaching based on standards. Second, innovating educational and teaching philosophies, emphasizing learner-centeredness, focusing on differentiated teaching and immersive experiences, promoting "Chinese Plus" teaching, and cultivating intercultural competence and global competency. Third, deeply integrating science and technology with education, utilizing technologies like artificial intelligence to enhance teaching effectiveness. Fourth, broadening disciplinary research methods, achieving interdisciplinary integration, and valuing empirical research. Fifth, building a professionalized teaching force, cultivating "dual-qualified" teachers, enhancing the competencies of local teachers, and promoting global teacher collaboration. In the future, international Chinese language education should transition from mere language teaching to constructing an open, interconnected, intelligently empowered, diverse, and inclusive ecosystem, focusing on high-quality development, technological empowerment, and localized integration, serving the construction of a community with a shared future for mankind.

Strengthening Foundations and Exploring Innovations: An Important Proposition for the Disciplinary Development of International Chinese Language Education

Discusses the need for the disciplinary development of international Chinese language education to strengthen foundations and explore innovations, emphasizing adherence to the core foundation of teaching Chinese as a second language and relying on the collaborative development of multidisciplinary theories. Points out the dialectical relationship between the fundamental and interdisciplinary issues of the discipline, focusing on core issues of Chinese teaching and learning, expanding the research scope, addressing challenges of the digital intelligence era, solving the problem of unclear teacher positioning, avoiding "hollowness," and constructing a high-quality disciplinary development system.