Chinese Language Education in Conflict-Affected Libya: Language Policy Constraints and Development Prospects under the Belt and Road Initiative

Abstract

Chinese language education has expanded rapidly across Africa over the past two decades, supported by China’s growing economic presence and the spread of international Chinese teaching programs. However, Libya remains a significant exception despite its strategic role as the “northern gateway” of the Belt and Road Initiative (BRI). This study investigates the current status, constraints, and development prospects of Chinese language education in conflict-affected Libya. Drawing on language policy theory (Kaplan & Baldauf, 1997), international Chinese communication theory (Zhao & Baldauf, 2012), and education cooperation frameworks under the BRI (Ministry of Education of the People's Republic of China, 2016), this research employs documentary analysis, semi-structured interviews, and targeted learner surveys conducted with 20 Libyan respondents.Findings reveal two major structural barriers: (1) the absence of policy support and institutional frameworks, due to prolonged political instability, and (2) limited demand driven by low immediate economic returns, despite increasing interest in Sino-Libyan trade cooperation. The data indicate that existing learners are mainly motivated by employment in Chinese enterprises or self-directed interest in studying in China, yet they lack systematic instructional support, qualified local teachers, and accessible learning resources.This study argues that Chinese education in Libya has the potential to grow if linked to post-conflict reconstruction, Chinese enterprise expansion, and BRI capacity-building initiatives. Policy recommendations include: establishing “Chinese + vocational skills” programs, developing Libya-specific teaching resources, supporting local teacher training, and integrating cultural engagement activities with emerging trade partnerships.Overall, Chinese language education in Libya remains in a formative stage, but its long-term development is feasible if anchored to national educational reform, language policy planning, and sustainable Sino-Libyan cooperation under the BRI framework.