There is a growing interest among developing countries in the Global South and the Middle East in developing political and social science curricula to reflect the new global reality and counter the dominance of Western and American curricula. China is adopting a proposed model that integrates ideological education and economic development through its Belt and Road Initiative to offer a comprehensive alternative. Countries are seeking to incorporate concepts, such as: (“comprehensive global cooperation”, “shared development”, and the “Chinese model”) into their educational curricula, particularly in political and social science departments within Egyptian, Arab, and African universities, all of which belong to the developing Global South. This aims to study competition with the West and Washington, the impact of Chinese initiatives like the Belt and Road Initiative, and to present an alternative vision for economic and political growth, rather than focusing on traditional Western and American approaches.
There is a growing trend toward studying the “Chinese model” as an alternative development model within political and social science departments in the Middle East and the Global South, while simultaneously strengthening educational and cultural cooperation related to China’s Belt and Road Initiative. Research sources and academic publications from China, as well as their Arab, African, and Middle Eastern counterparts, demonstrate a growing interest in the Chinese model, particularly within the context of multipolar globalization and great power competition. However, this differs from the systematic imposition or adoption of Chinese ideology. The proposed changes to the curricula and syllabi of political and social science departments in Egyptian, Arab, and African universities include the introduction of new courses on (“Chinese Foreign Policy”, “Belt and Road Economics”, and “The New World Order”), with a focus on applied case studies from China and Belt and Road Initiative countries. These changes also aim to train researchers, students, and academics to analyze these issues from a non-Western perspective, moving beyond the narrow and limited concept of American hegemony.
The most prominent current trend in academic curricula in the Global South and the Middle East lies in the focus on studying and analyzing the Chinese model. Academic circles in the Middle East and the Global South are concentrating on analyzing the Chinese model as a rising economic power and an influential political force, without necessarily adopting it ideologically. This is coupled with an expansion in the scope and avenues of educational cooperation. Here, China’s Belt and Road Initiative is working to enhance cultural exchange and cooperation in higher education among countries in the Middle East and the Global South. This includes offering scholarships to students from participating countries to study various disciplines in China, including political science, thus contributing to a deeper understanding of Chinese dynamics. From my research and analytical perspective, what remains most important is China’s pursuit of establishing intellectual alliances. China is striving to create a “cooperative alliance of think tanks for the Global South” to promote academic and intellectual exchange, which could influence how discussions on development and policy are framed.
The most prominent axes of the proposed change in the new curricula in the Middle East and developing Global South countries, in their political and social science departments, are: (Focusing on the Chinese development model), and studying China’s success in achieving tremendous economic growth through policies of reform, innovation, and integration with the global economy, and integrating Chinese development principles into the courses, with (analyzing the Chinese Belt and Road Initiative), by studying the initiative as a new model of international cooperation that transcends Western globalization to offer “peaceful and inclusive globalization” through investment in infrastructure and education, and its impact on the global system, with a focus on (integrating ideology and development) to present the Chinese ideological model that supports the principle of “socialism with Chinese characteristics” as an intellectual framework that links economic development and political stability, instead of separating them as in Western models. In an effort to challenge Western and American educational frameworks, this involves analyzing Western and American curricula (liberalism and democracy) and their role in shaping the global order. It also aims to present alternative perspectives from the viewpoint of developing countries of the Global South to counter intellectual hegemony, with a focus in the new curricula on the concepts of South-South cooperation. Furthermore, it seeks to strengthen the study of relations between countries of the Global South and promote cooperation within initiatives such as the Belt and Road Initiative to challenge existing economic and political structures in the West.
Herein lies the most prominent motivation for change in the curricula and syllabi of political and social science departments within Egyptian, Arab, African, and Middle Eastern universities, all belonging to the developing Global South, namely: (the urgent desire of developing countries to shift the global balance of power). The rise of China as a major global economic power necessitates studying its model, while continuing to critique Western models, especially after realizing that Western and American models have not always succeeded in achieving sustainable and comprehensive development in the Global South. This is coupled with the desire of developing countries to seek an independent identity and to build developmental and political policies that align with the realities and aspirations of the developing South and the Middle East.
Therefore, elites and academic, intellectual, and cultural circles in China hope to change the curricula and educational systems of political and social science departments in the Middle East, the developing Global South, and Africa to be identical to, or at least closely resembling, the Chinese model, thus moving away from the control and dominance of Western and American models in the face of China and its ruling Communist Party. However, there is a growing interest in the “Chinese model of economic development” among some countries in the Middle East, which indirectly influences academic and political trends within Arab and African academic and intellectual circles, as well as within developing countries of the Global South.
Here, Chinese academic elites are striving to develop political science departments in the Middle East, Arab and Gulf states, and developing countries, modeling them on the curricula of political science departments in prestigious Chinese universities. They are also conducting supporting research and analyses to achieve a (methodological and objective balance) in the study of political and social sciences, integrating Chinese terminology and methodologies alongside traditional American and Western models. This trend stems from several factors, most notably China’s economic appeal. China has achieved significant economic growth with relatively little social unrest, attracting the attention of Middle Eastern governments seeking economic modernization. In addition to the desire of Middle Eastern and Global South countries to diversify their relations with major powers, these countries are also seeking to diversify their economic and security partnerships. They find China’s principle of non-interference in internal affairs and respect for sovereignty an attractive option, granting them greater independence and flexibility in their foreign policies. With the desire of Global South countries to challenge Western and American hegemony, some leaders in the region are drawn to the Chinese model as a means of countering Western calls for liberalization and legitimizing their existing political systems. Projects associated with China’s Belt and Road Initiative are bolstering economic cooperation and infrastructure, creating a need for specialized political studies in developing Middle Eastern and Global South countries to understand the new dynamics of China’s regional relations.
As for the most prominent differences between the curricula of political science departments in China and universities in Washington and the West, despite growing interest, Chinese political science curricula differ fundamentally from the Western and American models that still prevail in many Middle Eastern universities. Political education in China is characterized by its focus on “ideology”. China systematically integrates (ideological and political education), or what is known as (civic education), at all levels of education, with a strong emphasis on collective values and social responsibility. Political science and social science departments in China focus on supporting the national interests of the Chinese state. Chinese academia strives to develop theoretical approaches that reflect Chinese strategic culture and national interests, moving away from traditional Western and American models.
However, one of the most significant challenges and considerations for studying the Chinese model within universities in the Middle East and developing countries of the Global South is academic neutrality. Universities often seek to maintain methodological balance and objectivity in studying different models, avoiding the ideological dominance of any party, whether Western or Chinese. With the emergence of some faint academic voices expressing concern about the “risks of dependency”, some raise fears that cooperation related to China’s Belt and Road Initiative could lead to economic or political subservience to China. This makes changing curricula to adopt Chinese ideology a sensitive issue requiring strong local political will. Hence, we understand the extent to which Western and Chinese models compete within a multipolar international system, and states often attempt to balance different interests without fully aligning with any one ideological side. Nevertheless, changes in Middle Eastern curricula remain primarily geared towards meeting evolving local and international needs, while drawing on the Chinese experience as an alternative development model whose economic and political aspects can be explored.