Digital Empowerment of International Chinese Education along the Belt and Road: A Cognition–Motivation–Cultural Identity Framework and a Dunhuang Educational Game Case

Abstract

Situated in the context of the Belt and Road Initiative and
educational digital transformation, this paper proposes a
cognition–motivation–cultural identity framework to examine
how digital technologies may support International Chinese
Education. At the cognitive level, digital tools can
provide structured support for language learning; at the
motivational level, gamified and profession-oriented
scenarios may sustain learner engagement; at the cultural
level, narrative and virtual environments can promote
cross-cultural interaction and identity negotiation. Using
a Dunhuang-themed educational game as an illustrative case,
the paper discusses how this framework may inform the
design of culturally grounded digital learning environments.