During the late Qing Dynasty, China faced existential threats from foreign powers, prompting a national push for reform and strengthening. Recognizing that the complexity of Chinese characters hindered educational accessibility, reformers debated whether to adopt ideographic or phonetic characters to facilitate widespread literacy. This debate highlighted a fundamental conflict between immediate educational needs and preserving China’s rich cultural heritage. The Phonetic Alphabet Campaign introduced pioneering concepts such as universal education, pragmatic education, free education, compulsory education, and women’s education, which significantly advanced modern educational development. Examining these historical choices from the perspective of contemporary cultural self-confidence provides valuable insights into the nation’s strategies during a period marked by internal turmoil and foreign aggression.