International Chinese language education within the context of the Chinese character cultural sphere holds both strategic and practical value. In this regard, by focusing on Korean learners and tracing the etymological origins of Chinese characters and their historical influence on the Korean language, a comparative analysis of the similarities and differences between the Chinese and Korean lexical systems across monosyllabic, disyllabic, and polysyllabic words, as well as native, Chinese character-based, and loanword categories, reveals the following: Korean learners can leverage shared Confucian cultural origins, the positive transfer of Hanzi word forms, sounds, and meanings in Korean, the adaptability of Hanzi words to grammatical structures, and the correspondence between Korean and Chinese vowels to gain significant cognitive advantages, achieving efficient connections between “character form-semantics-pronunciation.”However, modern linguistic differences, homophones, phonological systems, and societal “de-Sinicization” policies can easily induce negative transfer and weaken learning motivation. Based on this, the article proposes a four-dimensional teaching strategy encompassing cultural-linguistic integration, digital resources, contextdriven tasks, and policy coordination to enhance the acquisition pathways of Chinese character-based words, expand international understanding within the Chinese cultural community, and provide references and paradigm updates for international Chinese language education within the Chinese cultural sphere.