Interdisciplinary education in China: foreign language + micro-specialty

Li Syaoge ORCID: 0000-0003-3002-6968 PhD in Philology Senior Lecturer; Faculty of Russian Language; Pedagogical University of Inner Mongolia of China 81 Ju-ud str., Hohhot, Inner Mongolia, 010000, China lixiaoge89@mail.ru Other publications by this author

Introduction

Russian researchers have long been turning to the study of professionally oriented learning technologies, considering them as a key element of the modern educational process. In the works devoted to general issues of this subject (Vepreva, 2012 ^[1]; Dmitrienko, 2004 ^[3]; Kargina, 2014 ^[4]; Medvedeva, 2008 ^[5]; Obraztsov, Ivanova, 2005 ^[6]), the importance of integrating pedagogical methods with the requirements of modern professional education is emphasized. The authors unanimously note that the effectiveness of such technologies depends on their adaptability to specific specialties, the use of active and interactive forms of education, as well as the introduction of digital tools. The key areas of research are: designing educational programs based on a competence-based approach, developing practice-oriented methods and evaluating their effectiveness. At the same time, there is still a discussion about the balance between standardization and individualization of learning, as well as about the role of the teacher in the context of the technologization of the educational process.

In recent years, the reform of language education in China has demonstrated a pronounced trend towards interdisciplinarity against the background of the construction of "new humanities". Numerous researchers from different perspectives are studying theoretical models and practical ways to train interdisciplinary specialists using the "foreign language + X" model. Scientists such as Wang Xin (2025) ^[9], Huang Hui and Peng Yun (2024) ^[17] focus on the formation of key competencies, emphasizing the need to integrate language skills and digital literacy in the era of digital technologies and artificial intelligence. Wang Zhuo and Han Bing (2024) ^[10], Zhao Shuanghua and Wang Xuemei (2024) ^[20] approach the issue from the perspective of innovations in teaching methods, examining, respectively, the reform of the university English course based on the development of academic communication skills and the model of training linguists in world-class universities with a focus on global competence.

In the field of building interdisciplinary mechanisms, Gu Xiaole (2025) ^[11] innovatively applies the theory of educational ecology, offering a framework for creating a pedagogical community based on the "foreign language + specialty" model; Cui Yanqiang et al. (2024) ^[18] systematize practical models for training interdisciplinary specialists in the context of new humanities through empirical research. Special attention should be paid to the development of research in the field of university-industrial cooperation, as in the work of Xie Shuyan and Guo Wei (2024) ^[14], who specifically study the mechanisms of joint education in language specialties.

Research on specific languages has also made progress: Feng Qian and Xu Zefang (2024) ^[16] use the Korean language as an example to substantiate the applicability of the "foreign language + X" model in the field of small languages; Zhao Que and Mu Xin (2024) ^[19] pioneer the experience of creating a microprofessional field in Slavic studies. These studies collectively demonstrate the formation of a complete research chain in Chinese language education, "theoretical understanding — methodological innovation — practical verification," providing a valuable guideline for higher education reform.

The concept of microspecialties (Micro-Credentials or Micro-Degrees) was first proposed by foreign online education platforms. It "refers to the rapid improvement of students' professional skills beyond the professional baccalaureate catalog through a relatively systematic and mini-competent curriculum design" ^{[7, p. 163]}. The key idea of the microspecialties concept is modular learning, which makes it possible to replace part of traditional education with short, flexible courses. The implementation of the concept of microspecialties is closely related to the development of MOOCs (massive open online courses). Around 2012, platforms such as Coursera, edX, and Udacity began combining multiple courses into professionally oriented training programs, such as:

— Udacity and Nanodegree: short (3-6 months) programming and data analysis programs created jointly with companies such as Google and IBM.

— Coursera and Specializations: sets of 4-6 courses with a certificate (for example, in Data Science or digital marketing).

— edX and MicroMasters: Master's degree programs developed by universities (for example, MIT in supply chain management).

Chinese universities have adopted this model, but with an emphasis on interdisciplinarity and the inclusion of credits in the core educational curriculum. For example, in 2018, Peking University launched microspecialties in the areas of "International Organizations and Global Governance" and "Artificial Intelligence" with the possibility of inter-faculty training. Southwestern Transport University — programs "Intelligent Manufacturing", "Urban Rail transport", developed taking into account the demands of the industry. The creation of microspecialties can be seen as an active search by Chinese universities to form an interdisciplinary model for the training of versatile specialists based on their strong academic fields. Despite the fact that microspecialties have only been around for a few years, "they are already being widely implemented in universities across the country due to such advantages as a compact curriculum, short study periods and quick impact" ^{[18, p. 61]}.

In the context of globalization and the rapid development of technology, the need for highly qualified specialists with interdisciplinary knowledge is becoming increasingly urgent. In particular, in the field of higher education, there is a tendency to integrate foreign languages with micro-specialty programs, which makes it possible to form key professional competencies that are in demand in the modern labor market. This is why this work is relevant, due to the need to analyze standards and effective models for training specialists according to the "foreign language + microspeciality" scheme.

The object of this research is the innovative transformations in the Chinese education system implemented by the Ministry of Education of the People's Republic of China as part of the development of new humanities, with an emphasis on the educational model "foreign language + microspeciality". The subject of the research includes practical mechanisms and methodological principles for building an effective system of specialist training within the framework of this model.

The main purpose of the work is to develop scientifically based theoretical provisions and practical recommendations for improving the training model according to the "foreign language + microspeciality" scheme.

Research hypothesis: the implementation of the "foreign language + microspeciality" model in the Chinese education system, provided that linguistic training is systematically integrated with professional competencies through interdisciplinary training modules, will significantly improve the quality of training specialists who meet the modern requirements of the global labor market.

The research used traditional general scientific methods of cognition, including analysis, synthesis, analogy and generalization of theoretical and practical aspects of the studied model.

The theoretical significance of the study lies in the description of methodological approaches to the design of interdisciplinary educational trajectories in Chinese universities, especially in universities with a foreign language profile. The practical significance lies in the possibility of applying the results obtained to modernize the educational system and optimize the educational process.

The following tasks were solved in the course of the study: 1) to characterize the concept of "microspeciality"; 2) to describe the practical experience of creating microspecialties; 3) to identify the key points of creating a model for training interdisciplinary specialists according to the scheme "foreign language + specialty".

The theoretical basis of the research was the works devoted to general issues of studying professionally oriented learning technologies (Vepreva 2012; Dmitrienko 2004; Kargina 2014; Medvedeva 2008; Obraztsov, Ivanova 2005), innovations of the interdisciplinary educational model in China (Wu Zhe 2024; Wang Zhuo, Han Bin 2024; Gu Xiaole 2025; Ren Ping 2022; Xie Shuyan, Guo Wei 2024; Xu Hailan, Zhang Huifang 2024; Feng Qian, Xu Zefang 2024; Cui Yanqiang, Lin Xiaoyi, Duan Yu 2024; Zhao Que, Mu Xin 2024), formation of key competencies of specialists (Grigorieva 2013; Yurchuk 2014; Wang Xin 2025; Xia Dengshan 2023; Huang Hui, Peng Yun 2024; Zhao Shuanghua, Wang Xuemei 2024).

Microspecialties as a tool for modernizing education: the practice of Chinese universities

In 2019, the Chinese Ministry of Education launched an initiative to develop new engineering sciences, new medicine, new agricultural disciplines and new humanities, which marked the entry of disciplinary construction reform into a new era. In particular, "new humanities are sciences based on the existing traditional humanities to reorganize courses in various specialties and disciplines in order to form a crossroads of humanities and natural sciences, provide students with comprehensive interdisciplinary training, achieve the expansion of their knowledge and the development of innovative thinking" ^{[7, p. 163]}. In the context of modern global trends and the development of the concept of new humanities in China, the traditional model of teaching foreign languages, focused solely on linguistic training, no longer meets the needs of society. Universities and educational programs that do not pay attention to staff training according to the "foreign language + professional skills" scheme face serious difficulties in development and survival" ^{[16, p. 43]}.

In order to serve the overall national development strategy, meet the staffing needs of high-quality regional growth, cultivate new growth points in foreign language teaching, and promote the construction of new humanities, many universities with foreign language training programs have begun to systematize and maximize the use of internal resources to accurately meet the needs of students. Focusing on thematic areas, research areas, or basic competencies in language education, they develop structured training courses and practice-oriented learning formats. This approach makes it possible to meet the diverse and individual educational needs of students in addition to their basic training program. For example, Shenzhen University has launched the microspeciality "International Journalism and Business English", and Shandong University has launched the microspeciality "International Organizations and Intercultural Communications". Some universities offer the following programs: English + International Trade (language + courses in logistics, customs, contract law); Japanese + IT (language + programming, software localization, cross-cultural communications); French + fashion industry (language + design history, brand management, marketing).

Among the best practices in teaching Russian, it should be noted that "a project on new humanities of the Ministry of Education of the People's Republic of China "Microspeciality" is being implemented on the basis of Harbin Pedagogical University. <Slavonic Studies>"" ^{[7, p. 162]}. Harbin Pedagogical University has introduced a direct transition program from undergraduate to postgraduate studies based on modular studies in the field of Slavic Studies + Regional Studies. "The main purpose of this program is to train highly qualified international specialists with in—depth knowledge in their field and a wide range of interdisciplinary competencies. The program allows students to gain specialized knowledge both in the field of Slavic studies and in regional studies, which makes them competitive in the international labor market" ^{[19, p. 186]}. Microprofessional programs actively explore models for training outstanding innovative personnel in the framework of the "new humanities", which vividly illustrates the experience of the Business Russian Language program, where an innovative experimental class is formed annually with special teaching staff, updated course content and rich extracurricular activities. Each student receives a personal supervisor who provides comprehensive support, from career planning and preparation for a master's degree to participation in professional competitions and organization of internships abroad. Special attention is paid to selecting the best students for the microprofessional Slavistics program, organizing thematic events such as the seminar "Synthesis of Modern Chinese and Russian Traditional Arts in Design" or lectures by visiting professors, as well as developing international cooperation with universities in Russia, Poland and Serbia through joint language practices and research projects. The program shows impressive results: 11 provincial student innovation projects, 22 graduation papers in Slavic studies covering a wide range of topics from linguistics to cultural exchange, as well as high rates of continuing education — 37% of graduates enroll in the master's program, including 13% enrolled without exams, which creates a high-quality talent pool for further training specialists in Slavic studies of higher qualifications ^{[19, p. 192]}.

This innovative approach represents a significant contribution to the development of the concept of new humanities, demonstrating best practices in the organization of microspecialties, the development of curricula and materials, the training of elite personnel, as well as the implementation of the principles of integration of education, science and production. This experience is of particular value for the development of language microspecialties, and the model of training specialists in the field of regional studies deserves wide implementation in educational practice.

The key points of creating a model for training interdisciplinary specialists according to the "foreign language + specialty" scheme

Based on the full assimilation of the accumulated experience in building microprofessional areas and taking into account the difficulties faced by the development of personnel in the field of foreign languages, it is necessary to focus primarily on two key aspects of integration: knowledge integration and competence integration.

1. Knowledge integration

When building a model of training competent specialists in the field of foreign languages such as "foreign language + specialty", it is necessary to focus on the integration of knowledge. Such integration is not a simple addition of knowledge, but a deep integration. Students should not only be fluent in a foreign language, but also have a deep understanding of their chosen specialty, complementing each other and working in pairs. At the same time, the methodology of subject-language integrated learning (CLIL) is implemented, which "is understood as a flexible educational approach in which subjects are taught in a non-native language" ^{[2, p. 89]}.

This integration of knowledge at a high level will allow students in their future professional activities, be it international business, law, education or other fields, due to the unique structure of knowledge and skills, to better adapt to the complex work environment in the context of globalization and become highly qualified competent specialists with an international vision and the ability to intercultural communication.

2. Integration of competencies

In the digital age, the training of foreign language specialists requires a balance between technology and the humanities. On the one hand, it is necessary to preserve the humanitarian nature of linguistic discipline, fostering a humanistic spirit in students. On the other hand, it is important to actively master technologies, keep up with the times and rationally use the auxiliary role of artificial intelligence as a tool. "The training of specialists in the field of foreign languages requires further strengthening of the formation of key competencies, which are mainly manifested in innovative thinking, the ability to in-depth literature analysis and high-level writing skills" ^{[9, p. 11]}.

In the era of globalization, the educational model combining the study of foreign languages with professional training ("language + specialty") requires increased attention to the development of global competence of students. "Global competence is a cognitive—analytical ability based on language skills and professional knowledge, including international understanding ability, intercultural communicative competence and reflexive-effective activity" ^{[20, p. 56]}.

Independent judgment abilities and independent learning habits can effectively enhance students' innovative thinking. The development of critical thinking and deepening cultural understanding help students to withstand the spiritual crisis caused by technological progress and contribute to their sustainable development.

Conclusion

The present study allowed us to consider the "foreign language + microspeciality" model in the context of modern trends in the development of Chinese education. The analysis provides an opportunity to better understand the methodological prerequisites and practical aspects of the implementation of this model, as well as its place in the interdisciplinary learning system. The presented materials may be of interest for further understanding of the possibilities of integrating language training with vocational education. The results obtained may be useful in discussing the prospects for modernizing educational programs, taking into account the requirements of the modern labor market and international cooperation in higher education.

The creation of microprofessional areas has two main goals. On the one hand, it accelerates the integration and development of interdisciplinary and interprofessional approaches, taking into account the needs of the economy and society in personnel, in order to create a unique training system for specialists. On the other hand, it is the satisfaction of students' individual development needs, increasing their competence in a particular field, which in turn contributes to the formation of a more complex knowledge structure, the development of interdisciplinary skills and, ultimately, strengthening their competitiveness in the labor market in the future.

The development of microprofessional areas is based on a harmonious combination of two fundamental principles: the integration of knowledge, which ensures interdisciplinary interaction between various fields of science, and the integration of competencies aimed at the formation of practice-oriented skills. This two-pronged approach makes it possible to create a flexible educational model that not only expands the professional horizons of students, but also contributes to their successful adaptation to the dynamically changing demands of the modern labor market, ensuring a balance between theoretical training and the practical applicability of acquired skills.

Through the progressive logic of knowledge reorganization, competence evolution, and value creation, the "foreign language + microspeciality" model essentially transforms the basic paradigm of language education from a simple carrier of cultural communication to a strategic tool for participation in global knowledge production.