A study on Tanzania foreign language education policies and its impact on the development of Chinese language in Tanzania higher education

• Focus of the Study: Examines the evolution of Tanzania's foreign language policies and their role in developing Chinese language programs amid growing Sino-Tanzanian ties. • Research Gap: Investigates how language policies specifically impact the introduction and expansion of Chinese language education in Tanzanian higher education. • Methodology: Uses a mixed-methods approach, including document analysis, surveys, and interviews with 250 students, 30 educators, and 15 policymakers from six universities. • Key Findings and Challenges: 89 % of students view Chinese as valuable for careers; resource shortages hinder program growth; 68 % study for economic benefits, 32 % for cultural interest. Also its Challenges are Integration issues due to Swahili and English dominance; dependence on Confucius Institutes and foreign instructors raises sustainability concerns. • Recommendations: Invest in local educator training, develop localized teaching materials, and foster strategic partnerships with Chinese institutions to enhance sustainability. These highlights summarize the key aspects of the study, including its findings, challenges, and recommendations for improving Chinese language education in Tanzania's higher education sector. This study explores Tanzania's foreign language education policies and their influence on the development of Chinese language programs in higher education. While previous research has examined Tanzania's language policies broadly, few studies have specifically analyzed their impact on Chinese language education within the context of Tanzania's growing political, economic, and cultural ties with China. To address this gap, the study investigates how policy evolution, institutional frameworks, and resource allocation shape the effectiveness of Chinese language instruction in Tanzanian universities. Using a mixed-methods approach, the study incorporates document analysis, surveys, and case studies. Data were collected from 250 students, 30 educators, and 15 policymakers from six universities offering Chinese language courses. Structured questionnaires, in-depth interviews, and policy document reviews provided a comprehensive assessment of policy implementation and stakeholder perspectives. This methodological framework ensured a balanced analysis of both qualitative and quantitative aspects of Chinese language education in Tanzania's higher education institutions. The findings highlight both advancements and ongoing challenges. While 89 % of student respondents acknowledge the value of learning Chinese for career and economic opportunities, resource limitations—such as insufficient funding, a shortage of trained educators, and a lack of locally relevant teaching materials—restrict the expansion of Chinese language programs. This suggests that despite strong student interest, the sustainability and effectiveness of Chinese language programs still rely heavily on policy and institutional support. Furthermore, economic incentives serve as the primary motivation for 68 % of students learning Chinese, while 32 % cite cultural interest, reflecting a largely pragmatic approach to foreign language acquisition. Additionally, societal attitudes toward Chinese language learning remain mixed, complicating policy implementation and program effectiveness. The study offers broader implications for nations adapting foreign language policies in response to geopolitical and economic transformations. To enhance program sustainability, it recommends increased investment in educator training and curriculum development, alongside strategic partnerships with Chinese institutions to strengthen resource exchange and long-term collaboration. Aligning language education policies with national economic and diplomatic goals will improve Tanzania's global competitiveness and foster deeper international engagement.