1 Introduction

The development history, current status, and future challenges of the HSK as an internationally standardized Chinese proficiency test are introduced. Since its launch in 1990, the HSK has established 1,477 test centers in 168 countries worldwide. In the first half of 2025, the number of paying candidates reached 414,000, with an annual projection of 750,000, and the cumulative number of candidates is expected to exceed 8.5 million. With the official rollout of HSK 3.0 in 2026, the test faces the "Chinese language fever," the impact of artificial intelligence, and the growing demand for language communication. There is a need to consider upgrading it from an assessment tool to a platform for cultural symbiosis, thereby building a new global promotion ecosystem.

2 Origins and Development of the HSK

The origins, development, and upgrading process of the HSK are introduced. Starting in the early 1990s, the HSK has continuously standardized and refined its operations. Hanban International was established in 2006, followed by the release of HSK 2.0 in 2009 and the planned launch of HSK 3.0 in 2026. The scale of the test and the number of test centers have grown significantly, establishing it as a key standard in international Chinese language education.

3 Four Key Pillars for Building a New Global Promotion Ecosystem for HSK

Four key pillars for constructing a new global promotion ecosystem for the HSK are discussed: digitalization, globalization, localization, and standardization. In digitalization, HSK 3.0 leverages technologies such as artificial intelligence, big data, and blockchain to comprehensively upgrade the examination process, including intelligent registration, test modes, and certificate verification, as well as dynamic adaptive assessment methods, establishing a data-driven "learning-assessment" closed loop. In globalization, HSK 3.0 expands its test center network, aligns with international standards, and promotes collaborative partnerships to advance Chinese as a global language, transitioning from a "Chinese test" to a "world test." In localization, HSK 3.0 emphasizes adapting content, formats, and services to local contexts, respecting the cultural and educational traditions of different countries, providing tailored examination content and formats, and partnering with local educational institutions to establish integrated services. In standardization, HSK 3.0 establishes a comprehensive content standard system, a full-process quality monitoring standard system, and an all-encompassing terminology standard system to ensure the test's authority and international credibility. These measures collectively build a sustainable, resilient, and widely accessible new global promotion ecosystem for HSK 3.0.

4 Three Critical Issues to Address in Building the New Global Promotion Ecosystem for HSK

Three critical issues that must be addressed in the construction of the new global promotion ecosystem for HSK 3.0 are emphasized. First, there is a regional imbalance in HSK test center distribution, with concentrations in traditional regions such as East Asia, Southeast Asia, North America, and Europe, while emerging regions like Sub-Saharan Africa, Latin America, and Central Asia have fewer test centers. This leads to difficulties for some candidates in accessing the test, and the urban-rural digital divide further affects convenience. Second, cultural differences across regions impact the acceptance and credibility of the HSK. Conflicts may arise between the test's content, evaluation logic, and promotion strategies and the cultural backgrounds and educational traditions of different countries, such as cultural elements in the test content that may fall outside the knowledge scope of non-Chinese background candidates. Lastly, integrating HSK with local examination systems faces challenges, including compatibility issues in standard alignment and coordination with local educational policies at the institutional level. Mismatches exist between HSK and frameworks like the CEFR, both formally and substantively. Moreover, HSK is not incorporated into the national education systems of most countries, and its international applicability in areas such as immigration and employment remains limited.

5 Conclusion

It is emphasized that the promotion of HSK 3.0 must go beyond the test itself, utilizing the "four pillars" to build a new global promotion ecosystem, transforming it into a competency "passport" for Chinese language learners and making Chinese a bridge for emotional connection.