Authors

Since the end of 2019, due to the ongoing epidemiological measures, the Ministry of Education of the People’s Republic of China was forced to transfer all educational institutions in China to distance learning. Distance learning, being a dynamically progressive method of teaching, has already been considered in many educational institutions of the world as an independent form, that can be used as an alternative to traditional face-to-face education, or integrated into the general system of the educational process. During the pandemic it was able to fully demonstrate its effectiveness, significantly expanding the contingent of students, increasing their motivation for self-educational activities, and developing their professional competence. Today, China is one of the leaders in the use of Information and Communication Technologies in education. This article examines the experience in the use of ICT in the process of teaching Chinese through the example of two universities from southern and northern China: Xi’an Jiaotong University and Shenzhen MSU-BIT University. Both Universities try using a personality-oriented approach in the learning process, which reflects the trend of development of modern education in China and around the world — lifelong learning. Special attention is paid to the teaching tools used, new methods of interaction between teachers and students, and other transformations of the Chinese education system in the era of digitalization.