With the inclusion of Regional and Country Studies as a primary discipline, universities across the country have actively engaged in related development efforts, though issues such as a lack of sharp focus in research problem awareness persist. It emphasizes that Regional and Country Studies must follow an interdisciplinary and integrated path, requiring resource integration and leveraging regional advantages during disciplinary development to form a closed loop of the discipline. It cites the views of scholars like Qian Chengdan, pointing out the need to prioritize the integration of disciplinary resources, the innovation of talent cultivation, and service to national strategies.

1. The History and Current State of Regional and Country Studies Discipline Development in China

This section elaborates on the historical trajectory and current status of the development of Regional and Country Studies in China. Starting from the late 19th century under the influence of the "Opening Eyes to the World"思潮, primarily serving diplomatic needs after the founding of New China, to deepening studies of the external world following the trend of globalization post-reform and opening-up, China's Regional and Country Studies have progressively developed. Since the 21st century, its importance has become increasingly prominent with the enhancement of national strength and international influence. In 2011, the Ministry of Education initiated related special programs; in 2021, it was included as a primary discipline under the interdisciplinary category; and in 2022, it was officially established as a primary discipline. Currently, numerous university research bases and institutions cover a wide range, ushering in developmental opportunities for disciplinary construction.

2. A Comparative Analysis of Chinese and Western Regional and Country Studies

This section delves into the multifaceted differences and characteristics between Chinese and Western regional and country studies. Western regional studies originated in the late 19th century, influenced by colonial expansion and Cold War confrontation. They emphasize social science theories, employ diverse methodologies, serve global interests, have varied funding sources, and feature think tanks with an early start and a high degree of internationalization. Chinese regional studies began in the 1950s, aiming to serve national strategies and promote international cooperation. They emphasize pragmatism and basic research grounded in national conditions, rely mainly on state funding, and have seen good development in think tanks, forming a pattern of coordinated development among official, academic, and non-governmental think tanks. Regarding talent cultivation, the West focuses on interdisciplinary and international approaches, while China emphasizes serving national strategies and cultivating practical abilities. In the future, China's Regional and Country Studies need to build a disciplinary system with Chinese characteristics by learning from Western experiences while combining its own needs.

3. Promoting the "Trinity" Development Path for Regional and Country Studies

This section discusses promoting the "trinity" development path for Regional and Country Studies, emphasizing coordinated efforts from the four dimensions of government, industry, academia, and research. Policy guidance and resource support are crucial, requiring the implementation of an orientation that serves national strategic needs, improvement of secondary discipline construction, promotion of international cooperation projects, establishment of collaborative mechanisms, and the translation of research outcomes into diplomatic practice. Industrial demand and resource integration are also important. Enterprises should enhance their participation, while academic researchers need to collaborate with companies to obtain first-hand data and provide precise reports and policy recommendations for corporate internationalization. Academic research and talent cultivation form the foundation, requiring close service to national strategic needs, cultivating interdisciplinary talents, breaking down disciplinary barriers, and promoting resource sharing. Theoretical innovation and knowledge production are at the core, demanding the construction of China's autonomous theoretical and discourse systems, expanding research fields, producing high-quality outcomes, and embodying the function of "studies of a major power."

4. Conclusion

This section summarizes the development of China's Regional and Country Studies, emphasizing the need to highlight Chinese characteristics while learning from Western experiences to construct the disciplinary system. It proposes the "trinity" practical framework, where disciplinary construction lays the academic foundation, talent cultivation provides human resources, and think tank development enhances social impact. Together, they promote disciplinary development and provide support for national strategies and international cooperation, suggesting that the field should continue to play a significant role in the future.