1. Introduction
For many years, the Persian language has succeeded in attracting numerous admirers from diverse cultures and regions toward itself. In this regard, Iran and China, by signing the 25-year comprehensive strategic cooperation agreement in 2021, paved the way for the strategic expansion of bilateral cooperation; while policymakers and authorities in this field are confronted with fundamental challenges in the development of the Persian language and its instruction to non-Persian speakers in China. Among these challenges are the lack of standardized educational resources, the limited scope of inter-university cooperation pathways, the weakness of practical opportunities for students, and the absence of coherent planning for the training of specialized instructors. Given this, the aim of the present study is to examine educational experiences, Persian language teaching resources, and related aspects in Chinese universities in order to identify and analyze the principal challenges and obstacles in teaching this language, and, based on this understanding, to propose a set of practical and implementable solutions to improve the educational process. This study attempts, through the examination of educational documents, university reports, and field experiences, to provide a comprehensive answer to the fundamental research question—namely, what challenges and deficiencies Persian language education in Chinese universities faces, and what solutions can enhance its quality and effectiveness.

2. Methodology
The present study employs a descriptive–analytical method with an applied approach. In identifying challenges and proposing practical solutions for improving Persian language education in Chinese universities, data were collected through tools including educational documents, university reports, and the researcher’s field experiences, from which strengths and weaknesses were extracted. The procedure consisted of four fundamental steps: first, reviewing the history of Persian language education in China; second, identifying existing challenges and obstacles; third, analyzing the data; and fourth, presenting solutions. The study sought, through a systematic and analytical approach, to provide a comprehensive picture of the state of Persian language education in China and to clarify pathways for its optimization.

3. Discussion
With the continuous increase in the number of students majoring in Persian language studies in Chinese universities, scholarly discussions and research collaborations between Iranian and Chinese researchers on Persian language education have correspondingly expanded. Nevertheless, the number of existing studies remains limited, and macro-level investigations are relatively scarce, while recent works are also few in number. Under current conditions and in light of developments in the contemporary era, Persian language education in China is—and will continue to be—faced with an expansion in thematic scope and diversification of methodologies. In this article, through text analysis methods based on examining the developmental trajectory of Persian language programs in Chinese universities and the current status of talent cultivation in this field, the existing challenges and obstacles in Persian language education in China are analyzed, and practical solutions for improving this process are proposed.

4. Conclusion
In recent years, with the expansion of strategic cooperation between Iran and China, the status of the Persian language within China’s foreign language education system has gained greater significance. Although Chinese universities have achieved notable accomplishments, the lack of a localized system for developing instructional materials, misalignment with contemporary needs, limitations in inter-university collaboration, and the shortage of practical opportunities remain serious challenges. The present study, grounded in field realities, offers practical recommendations, including strengthening the production and sharing of specialized and digital educational resources, deepening bilateral cooperation, expanding applied opportunities for language learners, and reinforcing cultural dialogue and local collaborations.