The graduate profile of the Chinese Language Education Study Program aims to produce Chinese language teachers who can both teach and conduct research on Chinese language learning issues. Culturally responsive teaching is a method for developing adaptive and responsive educators. Chinese language teachers who are culturally responsive will be able to connect Chinese culture with students' backgrounds and create meaningful learning by utilizing cultural knowledge and students' learning styles. This research aims to analyse the distribution of courses in the Chinese Language Education curriculum in Indonesia that adopt culturally responsive teaching; identify the implementation of culturally responsive teaching for strengthening prospective Chinese language teachers; and explain the factors hindering and supporting the success of culturally responsive teaching for strengthening prospective Chinese teachers. The research method used is qualitative research, utilizing an observational descriptive qualitative approach. The study was conducted to systematically describe the phenomenon of culturally responsive teaching based on factual data. Data collection techniques include literature review, documentation, observation, questionnaires, and interviews. The results of this study show that the Chinese Language Education programs in Indonesia have adopted culturally responsive teaching in their curricula, both in education-focused and non-education-focused programs. This implementation helps prospective teachers understand the relationship between language and culture, although various challenges remain, such as a lack of training, limited resources, negative attitudes, and high workloads. However, success is also evident through teacher commitment and interest, institutional support, integrated curriculum, technology and learning media use, and interdisciplinary approaches. With continuous evaluation and proper support, culturally responsive teaching has the potential to further enhance the competencies of prospective Chinese language teachers in implementing culturally responsive teaching.

This research is motivated by the learning media in the Chuji Hanyu Xiezuo Shang class which not yet using learning media in the form of games, this makes an opportunity to develop new innovations to support teaching and learning activities in the form of Word Candy game to improve mastery of chinese vocabulary. The objectives of this research are: 1) Describes the needs of students for Word Candy media in improving vocabulary mastery, 2) Describes the results of the prototype development of Word Candy media in mastering Chinese, 3) Describes the results of expert validation of Word Candy media in mastering vocabulary in learning Chinese. This study uses the Research and Development (R&D) method with five stages, namely: 1) potential and problems, 2) data collection, 3) product design, 4) design validation, and 5) design revision. Based on the needs analysis, it shows that Word Candy media is approved as a learning medium by both lecturers and students. Proven by the results of validation from media experts getting an average value of 88.4 with a score of 4 which is said that this media is very feasible to use, while validation from material experts shows an average value of 88.5 with a score of 4 which is included in the category of very feasible/appropriate to use as a learning medium. After that, the media was improved according to the suggestions given by media experts and material experts.