A model of intellectual competitions for schoolchildren in Chinese for a pedagogical university (based on the experience of the Herzen State Pedagogical University of Russia)

Abstract

This article presents a model for organizing intellectual competitions in foreign languages within the pedagogical university context, exemplified by the Herzen Olympiad in Chinese for schoolchildren at the Herzen State Pedagogical University of Russia. The study is situated within the strategic objectives of modern education: the identification and support of gifted students, the enhancement of academic motivation, and the creation of a future talent pool for the teaching profession. The model integrates three interrelated dimensions. The target dimension focuses on identifying linguistically gifted schoolchildren and guiding them toward professional careers in education. The structural-content dimension involves a multi-stage format, combining online and in-person rounds, with tasks designed to evaluate linguistic, cultural, and sociocultural competencies. The organizational-methodological dimension emphasizes the use of faculty expertise and its integration with teacher-training curricula, ensuring a strong link between competition activities and the academic environment. A distinctive feature of the model is its innovative system of evaluation criteria. These criteria combine academic rigor with the encouragement of creativity, intercultural awareness, and soft skills, thereby providing a holistic assessment of participants’ abilities and potential. The approbation of the model demonstrated its effectiveness in motivating students to learn foreign languages, fostering sustained interest in intercultural communication, and forming a motivated reserve for the teacher education system. Finally, the article outlines prospects for further development. These include the comprehensive digitalization of all competition stages, the scaling of the project to expand both regional and international participation, and the strengthening of academic partnerships with leading Chinese educational institutions. The model is representative and possesses significant potential for transfer to other foreign language competitions, making it a valuable contribution to the practice of integrating intellectual contests into teacher education.