1 Introduction

It introduced the history of exchanges between Arab countries and China and cooperation under the "the Belt and Road" initiative, emphasizing the popularity of Chinese in Arab countries and the growth of the number of Chinese language teachers in Arab countries. At the same time, it pointed out the challenges of cross-cultural adaptation faced by teachers going to Afghanistan, including the lack of understanding and stereotype of Arab culture, and the additional challenges brought by the COVID-19. Finally, the importance of studying cross-cultural adaptation issues among teachers going to Afghanistan was emphasized.

2 Research Design

The aim of this study is to explore the problems and coping strategies encountered by Chinese language teachers in Arab countries during their cross-cultural adaptation process. The study adopts qualitative research methods, including field surveys, ethnographic research, qualitative interviews, and grounded theory analysis. The researchers utilized their six years of experience working in Arab countries, combined with three months of field research, to collect interview data from 25 respondents. Through coding and categorization, five major themes were extracted to explore cross-cultural adaptation issues with Arab characteristics, and individual level solutions were proposed. The research results combine the successful experience of teachers going to Afghanistan with self reflection in ethnography, providing mutual evidence from both internal and external perspectives.

The main issues of cross-cultural adaptation for teachers going to Afghanistan

Explored the main problems encountered by Chinese teachers in cross-cultural adaptation during their travels to Arab countries. Firstly, teachers need to adapt to the unique tropical desert climate of Arab countries. Faced with a dry and rainy environment, they have adopted a positive attitude and physical protective measures. Secondly, survival challenges have become a major challenge for teachers, including the hardship of material conditions and differences in lifestyles, which have gradually been resolved over time and accumulated experience. Thirdly, the conflict between Chinese and Arab educational philosophies is particularly prominent in the work of teachers. Due to cultural differences, teachers face challenges in teaching methods and classroom management. Fourthly, there is a widespread issue of social and cultural adaptation, involving interpersonal interaction and understanding of religious culture. Muslim teachers have shown more tolerance and understanding in this regard. Finally, the issue of adaptation to return to work is equally important. Teachers face challenges such as re adapting to domestic life, re employment, and personal development after returning to their home country. This issue has not received sufficient attention domestically and has an impact on the development of international Chinese education.

Strategies for Cross Cultural Adaptation of Teachers Going to Afghanistan

At the personal level, teachers going to Afghanistan need to understand the situation of the host country in advance, prepare for material and cross-cultural skills, and form reasonable psychological expectations. When facing cultural shock, one should understand cultural differences with a positive attitude, respect local religions and folk cultures, and face cross-cultural experiences squarely. Individuals should cultivate cross-cultural sensitivity and multicultural awareness to perceive cultural differences between China and Arab countries, laying the foundation for understanding Arab culture.

5 Conclusion

Chinese education in Arab countries is in the entrepreneurial stage, and cross-cultural adaptation of teachers is crucial for educational effectiveness. This article analyzes the adaptation problems of Chinese language teachers in five countries in West Asia and North Africa, including natural environment, survival challenges, teaching work, social culture, and return adaptation, through field investigations and qualitative interviews, and proposes solutions. The author calls for more in-depth research to promote the healthy development of Chinese language teachers in Arab countries.