Reviving the Classics in Modern Pedagogy: A Review of Multimodal, Narrative, and Cross-Genre Approaches to Classical Chinese Literature in the Context of Global Chinese Language Education

Abstract

Background: Classical Chinese literature holds immense cultural value but remains underutilised in modern classrooms due to traditional, text-centric pedagogies. Emerging multimodal and narrative-based methods offer new pathways for revitalising its instruction globally.
Objectives: This systematic review aims to examine how multimodal, narrative, and cross-genre pedagogical strategies have been employed to revitalize Classical Chinese literature in diverse educational settings. It seeks to evaluate the theoretical foundations, instructional designs, and educational outcomes of these approaches, while identifying challenges and future directions in global Chinese language education.
Methods: A systematic search was conducted across databases including Google Scholar, JSTOR, ERIC, Scopus, SpringerLink, and CNKI, covering studies published between 2009 and 2024. Fourteen empirical and conceptual studies were included based on predefined inclusion criteria. Extracted data were analyzed using thematic synthesis across six domains: geographic and methodological distribution, classical content integration, multimodal strategy deployment, pedagogical frameworks, genre and narrative integration, and educational alignment with global Chinese language education.
Results: The review reveals a shift from traditional, text-centered teaching toward multimodal and genre-sensitive methods that enhance engagement, interpretation, and intercultural awareness. Despite promising outcomes, challenges remain concerning curricular adaptation, cultural translation, and the need for more robust empirical evidence.
Conclusions: Classical Chinese literature, when approached through multimodal and narrative-rich frameworks, retains significant relevance in 21st-century education. These emerging pedagogies offer powerful tools for bridging historical literary traditions with contemporary learner needs, contributing to a more inclusive, dynamic, and globally responsive model of Chinese language education.