<![CDATA[HSK 3.0 has brought new requirements for classroom teaching, and teachers are directly involved in putting these changes into practice. How teachers adapt therefore deserves closer attention, particularly the difficulties they encounter and the support they need. This study draws on Fullan’s theory of educational change and examines 150 Chinese language teachers at the SHZ Chinese Language Center in Ho Chi Minh City, Vietnam. Data were collected through a questionnaire. Quantitative data were analyzed statistically, while responses to the open-ended questions were coded and analyzed separately. Teachers generally reported moderate levels of anxiety and had already begun adjusting their teaching. The extent of these adjustments differed significantly by educational background. Anxiety about understanding HSK 3.0 and students’ examination outcomes significantly predicted instructional adjustment. Responses to the open-ended questions pointed to three main challenges: classroom implementation, limited teaching resources, and time pressure. Teachers also expressed a clear need for practical teaching resources, professional training, and concrete instructional guidance. Overall, teachers have begun adapting to HSK 3.0, but how to put the new teaching requirements into practice effectively remains a key challenge. Continued professional support is therefore essential.]]>
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