Abstract
<jats:p>Статья исследует трансформацию политики образовательной открытости Китая в контексте инициативы «Пояс и Путь». На основе анализа ключевых государственных документов и институциональных механизмов двустороннего сотрудничества (на примере России) выявляется формирование новой гибридной модели — стратегической управляемой интернационализации. В статье показано, что данная модель синтезирует наращивание «мягкой силы» через экспансию образовательных стандартов с защитой образовательного суверенитета посредством жесткого нормативного регулирования и сбалансированной «входящей» открытости. Образовательная политика КНР рассматривается как целостный инструмент реализации геостратегических задач национального развития.</jats:p> <jats:p>This article examines the transformation of China’s education openness policy within the strategic framework of the Belt and Road Initiative (BRI). The central research question explores how China constructs a hybrid model that simultaneously expands its strategic soft power and reinforces its educational sovereignty, thereby turning internationalization from an academic into a geostrategic instrument. The primary goal is to analyze the evolution, mechanisms, and underlying logic of this policy shift through a synthesis of theoretical concepts—namely, strategic soft power, educational sovereignty, and strategic internationalization. The methodology is based on qualitative policy analysis, including a review of key strategic documents (2013–2023), an institutional analysis of bilateral cooperation mechanisms using China-Russia partnership as a case study, and a comparative perspective to contextualize the Chinese approach within global trends. The study identifies the formation of a distinct model of strategically managed internationalization. It is characterized by three core features: strict subordination to overarching national strategies like the BRI and the «China Education Modernization 2035» plan; a balanced dualism that combines proactive “outgoing” expansion of Chinese educational standards with a regulated «incoming» openness aimed at controlled modernization; and progressive institutionalization and normative deepening, moving from declarative statements to detailed regulations and pilot legal regimes. The main conclusion posits that China’s policy represents a deliberate synthesis, transforming education into a strategic state asset. This model allows China to actively shape global academic networks and narratives while minimizing risks to its ideological and educational sovereignty. This approach offers a pragmatic alternative to Western-centric models of internationalization, positioning China as an emerging architect of rules in the global education space, with long-term implications for global knowledge governance and geopolitical competition.</jats:p>