{"id":4139,"date":"2026-06-23T11:48:41","date_gmt":"2026-06-23T09:48:41","guid":{"rendered":"https:\/\/www.afrikaeducation.com\/africeduc\/?page_id=4139"},"modified":"2026-06-23T11:51:14","modified_gmt":"2026-06-23T09:51:14","slug":"riseafrica-v2i1-04","status":"publish","type":"page","link":"https:\/\/www.afrikaeducation.com\/africeduc\/riseafrica-v2i1-04\/","title":{"rendered":"La digitalisation de l\u2019enseignement du chinois au Cameroun\u00a0: une analyse des enjeux et perspectives"},"content":{"rendered":"

KAMDEM MAGUE Sorelle Edith<\/em><\/strong>
Universit\u00e9 de Bertoua<\/em>
Rise Africa, Vol. 2, No. 1 (2026), pp. 87-104
ISSN : 3105-5311<\/p>

T\u00e9l\u00e9charger le PDF<\/a><\/div><\/div>

R\u00e9sum\u00e9<\/strong>
Le processus de digitalisation de l\u2019enseignement du chinois au Cameroun s\u2019inscrit dans la dynamique nationale de modernisation du syst\u00e8me \u00e9ducatif, impuls\u00e9e par le Plan strat\u00e9gique \u00ab\u2009Cameroun Num\u00e9rique\u00a02020\u2009\u00bb et les initiatives du Minist\u00e8re des Enseignements Secondaires en mati\u00e8re d\u2019apprentissage \u00e0 distance (R\u00e9publique du Cameroun, 2020\u2009; MINESEC, 2023). Initialement centr\u00e9 sur des approches p\u00e9dagogiques classiques, l\u2019enseignement du chinois, introduit dans le pays \u00e0 travers la coop\u00e9ration sino-camerounaise et l\u2019Institut Confucius, a amorc\u00e9 une transition vers le num\u00e9rique, particuli\u00e8rement acc\u00e9l\u00e9r\u00e9e durant la pand\u00e9mie de COVID-19 (Mangue & Gonondo, 2023). Ce processus s\u2019est traduit par la mise en place de cours en ligne via des plateformes telles que Zoom, WhatsApp ou Google Classroom, l\u2019\u00e9laboration de contenus audiovisuels et l\u2019exp\u00e9rimentation de mod\u00e8les hybrides combinant enseignement en pr\u00e9sentiel et \u00e0 distance (UNESCO, 2020). Ces innovations ont favoris\u00e9 une plus grande accessibilit\u00e9 des apprentissages et une continuit\u00e9 p\u00e9dagogique malgr\u00e9 les contraintes sanitaires. Cependant, plusieurs d\u00e9fis subsistent\u00a0: la raret\u00e9 des ressources p\u00e9dagogiques num\u00e9riques francophones, la faible ma\u00eetrise des technologies \u00e9ducatives par une partie des enseignants, ainsi que les in\u00e9galit\u00e9s d\u2019acc\u00e8s \u00e0 Internet et aux \u00e9quipements num\u00e9riques entre les r\u00e9gions urbaines et rurales (Kouankem & Djidji, 2024). Ainsi, la digitalisation de l\u2019enseignement du chinois au Cameroun appara\u00eet comme un processus en construction, \u00e0 la fois porteur d\u2019opportunit\u00e9s et limit\u00e9 par des contraintes structurelles et institutionnelles. Pour assurer sa durabilit\u00e9, il est essentiel de renforcer la formation aux Technologies de l\u2019Information et de la Communication pour l\u2019\u00c9ducation (TICE), de d\u00e9velopper des ressources num\u00e9riques contextualis\u00e9es en fran\u00e7ais et d\u2019am\u00e9liorer les infrastructures num\u00e9riques des \u00e9tablissements scolaires et universitaires. Ces mesures contribueraient \u00e0 une appropriation plus autonome et durable du num\u00e9rique dans l\u2019enseignement du mandarin au Cameroun.<\/p>

Abstract<\/strong>
The digitalization of Chinese language teaching in Cameroon is part of the country\u2019s broader effort to modernize its educational system, as outlined in the \u201cDigital Cameroon 2020\u201d Strategic Plan and initiatives led by the Ministry of Secondary Education (MINESEC) (Republic of Cameroon, 2020; MINESEC, 2023). Initially based on traditional pedagogical methods, the teaching of Chinese\u2014introduced through Sino-Cameroonian cooperation and the Confucius Institute\u2014has gradually transitioned to digital modes, a shift particularly accelerated by the COVID-19 pandemic (Mangue & Gonondo, 2023). This transformation has been characterized by the adoption of online courses through platforms such as Zoom, WhatsApp, or Google Classroom, the development of audiovisual materials, and the experimentation with hybrid teaching models combining face-to-face and distance learning (UNESCO, 2020). These innovations have enhanced learning accessibility and ensured educational continuity during the health crisis. However, several challenges remain: the scarcity of French-language digital resources, insufficient teacher training in educational technologies, and unequal access to the internet and digital equipment between urban and rural areas (Kouankem & Djidji, 2024). Therefore, the digitalization of Chinese language teaching in Cameroon is an ongoing process, promising yet constrained by structural and institutional limitations. For sustainable progress, it is essential to strengthen ICT in Education (ICTE) training, develop contextualized digital resources in French, and improve technological infrastructure in schools and universities. Such actions would promote a more autonomous, inclusive, and durable integration of digital technologies in Mandarin teaching in Cameroon.<\/em><\/em><\/em>
<\/p>

Mots cl\u00e9s<\/strong>
Digitalisation, enseignement du chinois, contenu contextualis\u00e9, TICE, politique num\u00e9rique \u00e9ducative.<\/p>

Keywords<\/strong>
Digitalization, Chinese language teaching, contextualized content, ICT in Education, digital education policy.<\/em><\/em><\/em><\/p>

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Comment citer cet article ? <\/strong>
KAMDEM MAGUE S. E. (2026). La digitalisation de l\u2019enseignement du chinois au Cameroun\u00a0: une analyse des enjeux et perspectives. In Nama, D.D., (\u00c9d.), L\u2019enseignement du chinois au Cameroun : enjeux sociopolitiques, innovations didactiques et perspectives africaines.<\/em> Rise Africa, 2(1), 87-104.<\/p>","protected":false},"excerpt":{"rendered":"

KAMDEM MAGUE Sorelle EdithUniversit\u00e9 de BertouaRise Africa, Vol. 2, No. 1 (2026), pp. 87-104ISSN : 3105-5311 R\u00e9sum\u00e9Le processus de digitalisation de l\u2019enseignement du chinois au Cameroun s\u2019inscrit dans la dynamique nationale de modernisation du syst\u00e8me \u00e9ducatif, impuls\u00e9e par le Plan […]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-4139","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/www.afrikaeducation.com\/africeduc\/wp-json\/wp\/v2\/pages\/4139","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.afrikaeducation.com\/africeduc\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.afrikaeducation.com\/africeduc\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.afrikaeducation.com\/africeduc\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.afrikaeducation.com\/africeduc\/wp-json\/wp\/v2\/comments?post=4139"}],"version-history":[{"count":3,"href":"https:\/\/www.afrikaeducation.com\/africeduc\/wp-json\/wp\/v2\/pages\/4139\/revisions"}],"predecessor-version":[{"id":4145,"href":"https:\/\/www.afrikaeducation.com\/africeduc\/wp-json\/wp\/v2\/pages\/4139\/revisions\/4145"}],"wp:attachment":[{"href":"https:\/\/www.afrikaeducation.com\/africeduc\/wp-json\/wp\/v2\/media?parent=4139"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}