<![CDATA[As international Chinese language education increasingly shifts from language-and-culture instruction toward the integration of Chinese with vocational skills, the development of “Chinese+” curricula at the secondary-school level in Thailand remains exploratory and requires context-sensitive evidence. This study aims to examine the implementation of the “Chinese+” curriculum at a public secondary school in Bangkok, identify the motivations for curriculum development and students’ learning needs, analyze major implementation challenges, and propose feasible improvement strategies. Using a mixed-methods case-study design, data were collected through literature review and document analysis, semi-structured interviews with one school administrator and three local Chinese teachers, and a questionnaire administered to 33 senior secondary students. Tyler’s curriculum development model served as the primary analytical framework, complemented by situated learning theory, with analysis focusing on curriculum objectives, content, implementation, and evaluation. The findings show that the school has established a preliminary “Chinese+” curriculum covering tourism, hospitality, aviation, and business Chinese, with situational simulation as a distinctive instructional practice. However, five major challenges emerged: broadly defined objectives without differentiated levels, fragmented curriculum content and teaching materials, insufficient practical learning resources and a resulting “situational deficit,” inadequate teacher preparation in vocational knowledge, and limited school–enterprise cooperation. The study concludes that clearer differentiated objectives, integrated localized materials, a dual-track in-school/out-of-school practice system, systematic teacher development, and deeper institutional partnerships are necessary to move Thai secondary-school “Chinese+” education from curriculum establishment toward sustained quality improvement.]]>
