Employment Market Situation (including graduate employment pathways, projected market demands, and central government authorities supervising related sectors)

The master’s program recruits students from diverse backgrounds. After graduation, students may either advance within their original academic or professional fields or be promoted to managerial positions in the workplace, especially those previously working in language education, Teaching Chinese as a Second Language (TCSL), cultural and creative industries, creative living industries, cultural heritage applications, exhibition and performance facility management, and overseas community affairs.

In terms of policy, the Ministry of Education (MOE), together with the Ministry of Foreign Affairs (MOFA) and the Overseas Community Affairs Council (OCAC), jointly launched the “Chinese Language Education 2025 Plan.” Through inter-ministerial collaboration, the plan aims to establish foundational infrastructures—including organizational mechanisms for Chinese language promotion, curriculum guidelines, international teacher standards, digital teaching and learning platforms, and integrated proficiency test systems. These infrastructures will serve as public educational resources for academia, industry, and governmental sectors. The plan also intends to develop Taiwan’s distinctive Chinese-language teaching overseas, expand global soft power, attract international talents to Taiwan for Chinese learning, support bilingual education policies, and meet the growing demand for Chinese teachers in foreign and Southeast Asian regions.

There is strong social demand for professionals specializing in Chinese language teaching, Content and Language Integrated Learning (CLIL), and cultural and creative industries. Related fields—such as curriculum research and development, practical teaching, policy evaluation, planning, and implementation—are promising employment sectors.

Furthermore, in response to Taiwan’s New Southbound Policy, four major directions are emphasized:
(1) Providing high-quality talent to support the industrial expansion into Southbound countries, strengthening talent cultivation and industry linkage.
(2) Cultivating second-generation new immigrants and enhancing social capital with Southbound countries.
(3) Assisting higher education institutions in expanding international connections and enhancing educational internationalization.
(4) Facilitating outstanding students from Southbound countries to remain in Taiwan for employment after graduation and increasing human resources for industry.

The university has long maintained strong relationships with Chinese communities in Mainland China, Hong Kong, Singapore, Malaysia, Brunei, and Indonesia. These communities regularly donate to support university development. The institution also collaborates closely with industries, which positively contributes to academic development, industrial partnerships, student learning, and job placement. Additionally, for Southeast Asian countries such as Vietnam and Thailand, the program can provide support for issues related to language, cultural exchange, and public policy in the context of demographic transitions. Thus, graduates trained in TCSL, CLIL, and cultural and creative industries also gain diverse career opportunities in these regions.

Employment Requirements

Substitute Teacher (Chinese Language, Secondary Schools)
Applicants must hold ROC nationality and meet one of the following qualifications:
- Hold a valid teacher certification for the respective school level and subject.
- If no certified teachers apply or pass the selection, applicants who completed teacher education coursework may apply.
- If the above candidates do not apply or do not pass the selection, university graduates may apply.

Chinese Language Teacher
Qualifications:
- Standard Mandarin proficiency; ROC citizen.
- A bachelor's degree from a domestic MOE-recognized university or an MOE-recognized international institution.
- Possession of an MOE-issued certificate for teaching Chinese as a foreign/second language, or completion of an MOE-approved teacher training program.

Preferred qualifications:
1. Over 500 hours of Chinese language teaching experience.
2. A degree from a TCSL-related department or program.
3. Completion of over 180 hours of TCSL teacher training coursework.