Sustainability of Digital International Chinese Literature Teaching via Fuzzy Analytic Hierarchy Process and Fuzzy Comprehensive Evaluation

This protocol describes a replicable method to evaluate the sustainability of digitally assisted international Chinese literature teaching using a hybrid FAHP-FCE model. The overall goal is to convert multidimensional sustainability judgments into a transparent, quantitative sustainability index (SI). The workflow constructs a four-dimensional indicator system comprising 19 indicators. Expert judgments derive indicator weights via FAHP, while learner and teacher questionnaire responses are mapped to membership degrees using the FCE procedure. Weighted fuzzy synthesis and defuzzification then yield the SI. Representative implementation across three universities in China (237 learners and 9 teachers) produced an overall SI of 78.2 ("Good"), with meaningful regional variation consistent with differences in cultural adaptation and institutional resources. The protocol is highly dependent on convening a credible expert panel. Furthermore, indicators must be operationalized consistently, as differing local policy definitions or curricular goals may complicate direct cross-site comparisons. Future applications should include longitudinal implementation across multiple semesters to test the stability of weights and membership distributions, alongside comparative studies that benchmark this fuzzy approach against alternative multi-criteria models.