Transformation of Interactive Chinese Language Education in Higher Education Institutions in the Context of Artificial Intelligence Development

The aim of this work is a comprehensive analysis of the transformation of the interactive teaching methodology for the Chinese language in higher education, initiated by the active implementation of artificial intelligence technologies. The study seeks to identify the key vectors of this transformation: the change in the paradigm of interaction in the "teacher-student-learning material" system, evaluate the didactic potential of specific AI tools (adaptive platforms, chatbots, speech and character recognition systems), and analyze the associated pedagogical and ethical risks. The subject of the research is the educational process, where digital technologies are integrated into traditional practices to create a hybrid, personalized learning environment capable of overcoming the specific challenges of mastering the Chinese language. The object of study is the educational ecosystem of the Chinese language course in higher education institutions. Direct analysis focuses on interactive pedagogical practices, digital tools based on AI, and the new quality of interaction between the main participants in the educational process that these tools create. The methodological foundation is a systemic approach. The research employs theoretical methods: analysis of scientific literature, generalization, and classification. Empirical methods are also used: pedagogical observation of the integration process of AI tools and comparative analysis of the effectiveness of various digital platforms in the educational process. The scientific novelty of the research lies in the systematization of the model of transformation of interactive teaching of the Chinese language under the influence of AI, where the key element is not automation, but the redistribution of didactic functions. The role of AI is specified as a mediator that shapes a personalized educational environment capable of adapting to individual challenges in mastering characters, tones, and grammatical constructs. For the first time in the context of teaching Chinese language, the risks of digitalization (dehumanization, algorithmic bias) are compared with the didactic potential within a unified theoretical model. A key conclusion is that the transformation is paradigmatic in nature, changing the essence of interactivity: from direct "teacher-student" contact to a triangular system with adaptive AI. Technologies effectively address the tasks of forming basic skills and providing objective feedback, freeing up the teacher's time for complex communicative and cultural aspects. However, the success of integration is determined not by the technologies themselves, but by the development of the digital pedagogical competency of teachers.