Optimizing BRICS Educational Cooperation: a Symbiosis Theory Perspective
https://doi.org/10.26907/esd.20.3.02
EDN: DUAKAU
Abstract
As a model of South–South educational cooperation, BRICS has pioneered a new cooperative paradigm, with its membership expansion bringing new historical opportunities. The symbiotic development of BRICS educational cooperation not only promotes the complementarity of educational resources and capacity building among members but also offers a replicable model for global South-South educational cooperation, significantly contributing to a fairer and more inclusive international education governance system. From the perspective of symbiosis theory, the symbiosis structure of BRICS educational cooperation is clarified and the symbiosis pattern is considered based on four elements: symbiosis unit, symbiosis model, symbiosis interface and symbiosis environment. At present, the educational cooperation among BRICS is characterized by heterogeneity and lack of vitality. The mode of symbiosis is constrained and the deep cooperation is limited. The symbiotic interface is disordered and the flow of resources is blocked. The symbiotic environment is weak and external support is insufficient. In the future, we should promote the symbiotic development of BRICS educational cooperation through strengthening the symbiotic unit and releasing the vitality of cooperation; optimizing the symbiosis mode and increasing the stickiness of cooperation; improving the symbiotic interface and smoothing communication channels; enhancing the resilience of the symbiotic environment and promoting the symbiotic situation.
About the Authors
Yanyan Du
Liaoning Normal University
China
China
Yanyan Du
Dalian
Yue Wang
Liaoning Normal University
China
China
Yue Wang
Dalian
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For citations:
Du Ya., Wang Yu. Optimizing BRICS Educational Cooperation: a Symbiosis Theory Perspective. Education and Self-Development. 2025;20(3):16-28. https://doi.org/10.26907/esd.20.3.02. EDN: DUAKAU
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