Chinese Language in Jordanian Schools: An Investment in the Future, Not an Alternative to Arabic
Professor of Strategic Studies at Al-Hussein Bin Talal University
Advisor to the Belt and Road Institute at Peking University
Member of the World Council for Chinese Studies
The announcement of a study to introduce Chinese into Jordanian schools has sparked widespread debate, ranging from support to rejection, and sometimes even resorting to ridicule through comparisons with other languages such as Hindi, Bengali, and Filipino. However, this debate calls for a calm discussion based on an understanding of international developments and Jordan’s strategic interests, far removed from emotional reactions or misconceptions.
The first point to emphasize is that the call to teach Chinese does not in any way diminish the status of the Arabic language or compete with it. Arabic is the language of the Holy Quran, national identity, the constitution, and culture, and it will remain the cornerstone of the Jordanian educational system. Learning an additional foreign language does not threaten the mother tongue; rather, it enhances students’ cognitive abilities and broadens their scientific horizons, just as the teaching of English over the past decades has not led to the elimination of Arabic or weakened its official status.
The world today is experiencing unprecedented geopolitical, economic, and technological transformations, and China has become one of the most influential powers in the international system. It boasts the world’s second-largest economy, the largest trading nation, and is a major economic partner for over 150 countries. China is leading massive global projects in infrastructure, the digital economy, artificial intelligence, renewable energy, and advanced technology. Chinese universities, research centers, and companies have also become leading producers of knowledge and innovation on an international scale.
The Chinese language has transcended its role as a mere means of communication, becoming a language of science, technology, economics, and business. Today, there is a growing global demand for specialists proficient in Chinese in fields such as international trade, engineering, medicine, artificial intelligence, scientific research, diplomacy, tourism, and translation. Consequently, many developed countries have begun integrating Chinese into their educational systems, recognizing its future importance.
However, comparing Chinese to other languages like Bengali, Filipino, or Hindi—while respecting and appreciating those cultures—lacks a scientific and strategic basis. The choice of languages in national curricula is not based on the number of residents within a country, but rather on the cultural, scientific, and economic weight of the country that the language represents, and its impact on the global economy and future job opportunities. This is why schools around the world teach English, French, German, Spanish, Japanese, and Chinese—because these languages are associated with major economic and scientific powers, not because they are the most widely spoken among resident communities.
Economically, China is currently the largest trading partner for many countries worldwide, and it is also a significant economic partner for Jordan. Bilateral relations are witnessing continuous expansion in the areas of investment, energy, industry, infrastructure, higher education, and technology. Naturally, in the coming years, Jordan will need national talent proficient in Chinese to engage with Chinese companies and institutions, instead of relying on translators and foreign expertise.
Furthermore, teaching Chinese opens new horizons for Jordanian students in terms of scholarships, academic exchanges, scientific research, and training at Chinese universities and institutions, which have achieved prominent positions in global rankings, particularly in the fields of engineering, medicine, applied sciences, artificial intelligence, materials science, and communications. Perhaps the most distinctive feature of the Chinese experience is that its renaissance was not achieved solely through natural resources, but also through investment in human capital, education, scientific research, and innovation. Over the past few decades, China has made remarkable strides in advanced technology, space exploration, high-speed rail, quantum computing, 5G and 6G communications, robotics, smart manufacturing, clean energy, and artificial intelligence, becoming a global competitor in most advanced technological sectors.
Introducing Jordanian students to the Chinese language also allows them to explore a civilization spanning thousands of years, built on the values of work, discipline, education, and respect for knowledge—human values that contribute to building students’ character and enhancing their ability to understand the world’s cultural and civilizational diversity.
As for those who question the priority of educational reform, this does not contradict the introduction of Chinese. Educational reform is a comprehensive process that includes curriculum development, strengthening the Arabic language, improving reading, writing, and critical thinking skills, alongside modernizing foreign language education in a way that serves the nation’s interests. There is no conflict between improving the level of Arabic and adding a new global language; in fact, the most advanced nations are those that combine pride in their national language with openness to the languages of the world. It is also important to emphasize that including the Chinese language does not mean imposing it on all students, but it can be introduced gradually as an optional language in specific schools, according to a well-thought-out national plan, with the preparation of teachers and the provision of appropriate curricula, and linking its teaching to higher education opportunities and the labor market, in order to achieve the highest levels of educational and economic benefit.
True investment in the future begins with investment in knowledge. Jordan, always known for its exceptional human resources, needs to prepare a generation equipped to compete in the new global economy and capable of engaging with the world’s various centers of scientific and economic power. Therefore, teaching Chinese is not a matter of favoring one country over another, nor is it a retreat from the status of Arabic. Rather, it is a strategic decision reflecting a deep understanding of international transformations and granting Jordanians a broader opportunity to participate in the global knowledge economy.
Language is not merely words to be memorized; it is a bridge to civilizations, a key to knowledge, and a tool for building the future. If we want our children to be partners in shaping the future, we must equip them with its languages and open the doors of the world to them, not close them.
