PHILOSOPHICAL AND CULTURAL ANALYSIS OF THE TRANSFORMATION OF CHINA'S EDUCATIONAL STRATEGY IN THE CONTEXT OF THE GLOBAL DISTRIBUTION OF ARTIFICIAL INTELLIGENCE

Liang Chunyu

This study explores the fundamental contradiction between technocratic determinism, which proposes an algorithmic, personalized model of language education through artificial intelligence (AI), and the need to preserve cultural and civilizational identity in the context of globalization. The author postulates that China's language education policy finds itself at the epicenter of a key civilizational challenge, in which the technological imperative demands the integration of AI to enhance soft power and global competitiveness. At the same time, there is a threat of instrumentalization of language, its reduction to a set of communicative competencies, which negates its role as a "repository of being" (Heidegger) and a bearer of cultural codes. The aim of this study is to prove the thesis that the transformation of educational strategy must go beyond technological adaptation, which presupposes a synthesis of effective digital tools with a human-centered educational model aimed at fostering intercultural dialogue, critical thinking, and strengthening national identity through a conscious acceptance of global challenges. The theoretical basis of the study is a synthesis of critical technology theory and the philosophy of education. The study's novelty lies in its analysis of China's language policy as an example of the search for a balance between modernization and tradition in a context where AI is becoming an active player in shaping educational spaces and cultural perceptions.

Keywords:China, international language education, state approach to language education, digitalization, artificial intelligence, cultural identity, Confucianism, Taoism, Marxism