Chinese Language Education for K-12 Market Research Report Information by Product Type (Traditional Classroom-Based Programs, Online Chinese Language Learning Platforms, Hybrid/Blended Learning Models ) by Educational Delivery Method (In-School Programs, Extracurricular Language Programs, Online Tutoring and Virtual Classes and Others), by Course Type (Standard Mandarin Courses and Chinese for Specific Purposes (CSP) ) and by Region (North America, Europe, Asia-Pacific, South America, and Middle East and Africa) - Forecast till 2035

TABLE OF CONTENTS

1 EXECUTIVE SUMMARY

2 MARKET INTRODUCTION

2.1 DEFINITION

2.2 SCOPE OF THE STUDY

2.3 RESEARCH OBJECTIVE

2.4 MARKET STRUCTURE

3 RESEARCH METHODOLOGY

3.1 OVERVIEW

3.2 DATA FLOW

3.2.1 DATA MINING PROCESS

3.3 PURCHASED DATABASE:

3.4 SECONDARY SOURCES:

3.4.1 SECONDARY RESEARCH DATA FLOW:

3.5 PRIMARY RESEARCH:

3.5.1 PRIMARY RESEARCH DATA FLOW:

3.5.2 PRIMARY RESEARCH: NUMBER OF INTERVIEWS CONDUCTED

3.6 APPROACHES FOR MARKET SIZE ESTIMATION:

3.6.1 CONSUMPTION & NET TRADE APPROACH

3.6.2 REVENUE ANALYSIS APPROACH

3.7 DATA FORECASTING

3.7.1 DATA FORECASTING TECHNIQUE

3.8 DATA MODELING

3.8.1 MICROECONOMIC FACTOR ANALYSIS:

3.8.2 DATA MODELING:

3.9 TEAMS AND ANALYST CONTRIBUTION

4 MARKET DYNAMICS

4.1 OVERVIEW

4.2 DRIVERS

4.2.1 STRATEGIC IMPORTANCE OF MANDARIN IN GLOBAL COMMUNICATION

4.2.2 PROLIFERATION OF TECHNOLOGY IN THE K-12 SECTOR

4.2.3 RISING INTERNET & SMARTPHONE PENETRATION

4.3 RESTRAINTS

4.3.1 LACK OF STANDARDIZED OR COMPREHENSIVE MANDARIN CURRICULUM

4.3.2 ABUNDANCE OF FREE CONTENT

4.3.3 ABSENCE OF APPROPRIATE INFRASTRUCTURE IN DEVELOPING AND UNDERDEVELOPED ECONOMIES

4.4 OPPORTUNITIES

4.4.1 GLOBAL TRADE AND INVESTMENT OPPORTUNITY

4.4.2 INCREASING DEMAND FOR ADAPTIVE LEARNING

4.5 TRENDS

4.5.1 EXPANSION IN NON-NATIVE MARKETS

4.5.2 ADOPTION OF DIGITAL AND ONLINE LEARNING PLATFORMS

4.6 COVID-19 IMPACT ANALYSIS

4.6.1 IMPACT ON OVERALL ICT MARKET

4.6.2 IMPACT ON GLOBAL CHINESE LANGUAGE EDUCATION MARKET FOR K-12 MARKET

4.6.3 IMPACT ON SUPPLY CHAIN OF CHINESE LANGUAGE EDUCATION MARKET FOR K-12 MARKET

4.6.4 IMPACT ON PRICING OF CHINESE LANGUAGE EDUCATION MARKET FOR K-12 MARKET

5 MARKET FACTOR ANALYSIS

5.1 VALUE CHAIN ANALYSIS

5.1.1 PLATFORM

5.1.2 DIRECT CONTENT PROVIDERS

5.1.3 DISTANCE LEARNING SOLUTION PROVIDERS

5.1.4 END USERS

5.2 PORTER’S FIVE FORCES MODEL

5.2.1 THREAT OF NEW ENTRANTS

5.2.2 BARGAINING POWER OF SUPPLIERS

5.2.3 THREAT OF SUBSTITUTES

5.2.4 BARGAINING POWER OF BUYERS

5.2.5 INTENSITY OF RIVALRY

6 GLOBAL CHINESE LANGUAGE EDUCATION FOR K-12 MARKET, BY PRODUCT TYPE

6.1 INTRODUCTION

6.2 TRADITIONAL CLASSROOM-BASED PROGRAMS

6.3 ONLINE CHINESE LANGUAGE LEARNING PLATFORMS

6.4 HYBRID/BLENDED LEARNING MODELS

7 GLOBAL CHINESE LANGUAGE EDUCATION FOR K-12 MARKET, BY EDUCATIONAL DELIVERY METHOD

7.1 INTRODUCTION

7.2 IN-SCHOOL PROGRAMS

7.3 EXTRACURRICULAR LANGUAGE PROGRAMS

7.4 ONLINE TUTORING AND VIRTUAL CLASSES

7.5 OTHERS

8 GLOBAL CHINESE LANGUAGE EDUCATION FOR K-12 MARKET, BY COURSE TYPE

8.1 INTRODUCTION

8.2 STANDARD MANDARIN COURSES

8.3 CHINESE FOR SPECIFIC PURPOSES (CSP)

9 GLOBAL CHINESE LANGUAGE EDUCATION FOR K-12 MARKET, BY REGION

9.1 OVERVIEW

9.2 EUROPE

9.2.1 GERMANY

9.2.2 UK

9.2.3 FRANCE

9.2.4 RUSSIA

9.2.5 ITALY

9.2.6 SPAIN

9.2.7 REST OF EUROPE

9.3 SOUTHEAST ASIA

9.3.1 INDONESIA

9.3.2 THAILAND

9.3.3 SINGAPORE

9.3.4 PHILIPPIES

9.3.5 VITENAM

9.3.6 MALAYSIA

9.3.7 REST OF SOUTHEAST ASIA

9.4 MEA

9.4.1 GCC COUNTRIES

9.4.2 NORTH AFRICA

9.4.3 REST OF MEA

10 COMPETITIVE LANDSCAPE

10.1 INTRODUCTION

10.2 COMPETITOR DASHBOARD

10.3 COMPANY MARKET SHARE ANALYSIS, 2023

10.4 KEY DEVELOPMENTS & GROWTH STRATEGIES

10.4.1 PARTNERSHIP/COLLABORATION, INVESTMENT, EXPANSION, AND OTHERS

11 COMPANY PROFILES

11.1 LINGOACE.

11.1.1 COMPANY OVERVIEW

11.1.2 FINANCIAL OVERVIEW

11.1.3 PRODUCTS OFFERED

11.1.4 KEY DEVELOPMENTS

11.1.5 SWOT ANALYSIS

11.1.6 KEY STRATEGIES

11.2 LINGO BUS(VIPKID)

11.2.1 COMPANY OVERVIEW

11.2.2 FINANCIAL OVERVIEW

11.2.3 PRODUCTS OFFERED

11.2.4 KEY DEVELOPMENTS

11.2.5 SWOT ANALYSIS

11.2.6 KEY STRATEGIES

11.3 MANDARIN HOUSE

11.3.1 COMPANY OVERVIEW

11.3.2 FINANCIAL OVERVIEW

11.3.3 PRODUCTS OFFERED

11.3.4 KEY DEVELOPMENTS

11.3.5 SWOT ANALYSIS

11.3.6 KEY STRATEGIES

11.4 CHINESE LANGUAGE INSTITUTE MIDDLE EAST

11.4.1 COMPANY OVERVIEW

11.4.2 FINANCIAL OVERVIEW

11.4.3 PRODUCTS OFFERED

11.4.4 KEY DEVELOPMENTS

11.4.5 SWOT ANALYSIS

11.4.6 KEY STRATEGIES

11.5 EF EDUCATION FIRST

11.5.1 COMPANY OVERVIEW

11.5.2 FINANCIAL OVERVIEW

11.5.3 PRODUCTS OFFERED

11.5.4 KEY DEVELOPMENTS

11.5.5 SWOT ANALYSIS

11.5.6 KEY STRATEGIES

11.6 CONFUCIUS INSTITUTES (CIS)

11.6.1 COMPANY OVERVIEW

11.6.2 FINANCIAL OVERVIEW

11.6.3 PRODUCTS OFFERED

11.6.4 KEY DEVELOPMENTS

11.6.5 SWOT ANALYSIS

11.6.6 KEY STRATEGIES

11.7 LINDA MANDARIN

11.7.1 COMPANY OVERVIEW

11.7.2 FINANCIAL OVERVIEW

11.7.3 PRODUCTS OFFERED

11.7.4 KEY DEVELOPMENTS

11.7.5 SWOT ANALYSIS

11.7.6 KEY STRATEGIES

11.8 GOEAST MANDARIN

11.8.1 COMPANY OVERVIEW

11.8.2 FINANCIAL OVERVIEW

11.8.3 PRODUCTS OFFERED

11.8.4 KEY DEVELOPMENTS

11.8.5 SWOT ANALYSIS

11.8.6 KEY STRATEGIES

11.9 MANHATTAN MANDARIN

11.9.1 COMPANY OVERVIEW

11.9.2 FINANCIAL OVERVIEW

11.9.3 PRODUCTS OFFERED

11.9.4 KEY DEVELOPMENTS

11.9.5 SWOT ANALYSIS

11.9.6 KEY STRATEGIES

11.10 NEW ORIENTAL EDUCATION & TECHNOLOGY GROUP

11.10.1 COMPANY OVERVIEW

11.10.2 FINANCIAL OVERVIEW

11.10.3 PRODUCTS OFFERED

11.10.4 KEY DEVELOPMENTS

11.10.5 SWOT ANALYSIS

11.10.6 KEY STRATEGIES

11.11 DATA CITATIONS