The impact of educational technology innovation, digital economy development, and diversified needs of Chinese learners on international Chinese education was discussed, and it was pointed out that the supply of public goods is the key to solving related public problems. Analyzed the relationship between the supply of public goods and Chinese learners, the occupation of social resources, and the importance of effective supply in improving resource allocation efficiency and Chinese service level. At the same time, it points out the problems in the supply of public goods in reality, such as insufficient and uneven supply, and emphasizes the practical significance of studying the supply of international Chinese education public goods. Finally, based on the theory of public goods, this paper analyzes the content, subjects, and mechanisms of public goods supply in the field of international Chinese education, providing reference for the development of international Chinese education.

1、 Theoretical Basis and Literature Review

Explored the issue of international Chinese education as a public good supply in the social sphere. Firstly, the theoretical foundation of public goods was introduced, including non competitive and non exclusive characteristics, as well as the concept of "club products" that lies between public and private goods. Furthermore, the literature review section points out that although there are not many studies on international Chinese education from the perspective of public goods, existing research has involved the public goods attributes of language, the public goods attributes of international language dissemination, and language education from the perspective of public goods. These studies indicate that language use, international language dissemination, and language education all have public goods attributes, are influenced by multiple factors, and require scientific planning to meet the public needs of national, social, and individual development. As a platform for international dissemination of Chinese language, Confucius Institutes have become an important entity in providing global public goods. Finally, the importance of systematically analyzing the supply of public goods within the international Chinese education field from a macro perspective was emphasized, as well as the necessity of promoting reasonable division of labor and complementary advantages among different supply entities to form a collaborative and shared international Chinese education public goods supply ecosystem.

2、 The Content of Public Goods Supply in International Chinese Education

A detailed analysis was conducted on the supply of public goods in international Chinese education, which was divided into five categories: resource form, material form, service form, institutional form, and conceptual form. The resource form of public goods includes Chinese ontology resources, application resources, and derivative resources, which have the attributes of public goods, but some resources have local exclusivity. Material public goods involve teaching venues, equipment, or teaching materials. Although they are private products, they can be designated as public goods under policy arrangements. The service form of public goods includes free or low-priced Chinese teaching, information consulting, and examination certification services, with the core being service supply and a complex consumption process. The institutional form of public goods mainly refers to the relevant institutional arrangements in the field of international Chinese education, such as teacher training, accreditation standards, etc., which have strong binding force. The conceptual form of public goods refers to the public values in the field of international Chinese education, which affect the entire supply system of public goods and require the cooperation of multiple stakeholders to achieve.

3、 The Subject and Mechanism of Public Goods Supply in International Chinese Education

Analyzed the main body and mechanism of public goods supply in international Chinese education. The supply entities include sovereign states, international government organizations, non-profit organizations, as well as enterprises and individuals. Sovereign countries provide resources, ideas, and institutional forms of public goods through policy and institutional construction; International government organizations advocate for linguistic and cultural diversity and engage in educational cooperation with China; Non profit organizations play a role in teaching, resource integration, and other aspects; Enterprises and individuals participate in supply in a flexible manner. The supply mechanism is divided into single subject supply and multi subject collaborative supply. Single entity supply includes government, market, and voluntary supply, each providing different forms of public goods. Multi subject collaborative supply, through cooperation between government, enterprises, non-profit organizations, etc., jointly provides public goods to compensate for the shortcomings of single subject supply.

4、 The Issue of Public Goods Supply in International Chinese Education

Two major issues regarding the supply of public goods in international Chinese education were discussed: insufficient supply and imbalanced supply. The shortage of supply is reflected in the gap between the international status and application of Chinese and English, problems in talent cultivation, textbook construction, curriculum design, and insufficient supply of institutional and conceptual forms of public goods. Supply imbalance is mainly manifested in the imbalance of supply structure and supply demand structure, as well as the imbalance of domestic and international supply and global supply regions.

5、 Suggestions on the Supply of Public Goods in International Chinese Education

Suggestions have been put forward to improve the quality of international Chinese education public goods supply, including adhering to the principle of combining generality and specificity, and unifying sustainability and stages, emphasizing supply efficiency, and deepening the leading role of the international Chinese education standard system. At the same time, it is recommended to improve the supply mechanism, achieve coordinated development among multiple entities, and fully leverage the advantages of the government, market, and non-profit organizations. In addition, emphasizing the effective link between supply and demand, fully leveraging the functional value of Confucius Institutes in international Chinese education, strengthening research, accurately grasping demand, improving supply targeting and efficiency, and building a multi-level service system.

6、 Conclusion

Discussed the new requirements for the supply of international Chinese education public goods in response to the development of information technology and changes in the international situation. Based on the theory of public goods, international Chinese education public goods are divided into five types and their characteristics are summarized. Summarized the types of supply entities and two supply mechanisms. Identified the issues of insufficient and unbalanced supply, and proposed suggestions to improve product quality, perfect supply mechanisms, and promote supply-demand linkages. Emphasis was placed on the need for further empirical research and the construction of databases to dynamically monitor supply and demand, providing scientific basis for supply decision-making in the future.