The Formation of International Education in China as the Realization of National Interests

The subject of this study is the analysis of the models of China’s international educational associations as the realization of national interests in the context of global educational practice. Based on a socio-philosophical analysis, the article identifies criteria for identifying models of international education in China: historical context, geopolitical and ideological factors, forms of internationalization, economic and social drivers. The author identifies four models of international education in China: the first model (late 19th – early 20th centuries) – the beginning of the internationalization of national education with the study of Western technologies; the second (from the beginning of the 20th century to the 50s of the 20th century) – the continuation of internationalization at two levels – study abroad, Western education in China; The third (since 1978) was the transition to the “integrated internationalization” model, which provided training for Chinese teachers in leading American universities and, during the Cold War, “study abroad” in the USSR and in the socialist countries of Eastern Europe; The fourth (since 2001, when China joined the WTO) is the transition to the Western model of education.