Integrating Area Studies into Undergraduate International Relations Education: Pathways and Strategies

Abstract

The disciplinary construction of Area Studies has long been a focal point in Chinese academia, particularly after its establishment as a first-level interdisciplinary discipline in 2022. While synergies between Area Studies and International Relations have garnered increasing attention, their integration faces challenges. Despite shared goals like serving national strategies and fostering interdisciplinary approaches, differences in research objects and methodologies create tensions. This paper argues that integrating Area Studies into IR undergraduate education is vital for cultivating cross-cultural literacy, empirical research skills, and addressing shortages of compound talents in fields like international law and global governance. However, initial efforts encounter obstacles such as paradigmatic clashes, resource constraints, and institutional silos. To advance this integration, we propose reconstructing multilingual competency frameworks, redefining regional knowledge systems, and innovating compound talent cultivation models. These reforms aim to shift IR education from theory-driven to problem-oriented paradigms, aligning with China’s strategic needs in global governance.