This study examines the differing characteristics of Chinese foreign-translated works of literature, in comparison with Korean foreign-translated works of literature, and aims at clarifying their sources and educational functionalities. It also highlights the educational value of foreign-translated works of literature which compose the new educational curriculum of China First, the sources of foreign-translated works of literature and their functionalities were analyzed. Foreign pieces included in Chinese language textbooks have the purpose of inspiring patriotism and calling for the enlightening of Chinese society, These translations also showed an abundance of effective use of vocabulary and grammar. Unlike traditional Chinese styles of literature, the foreign literature translations easier to read, and introduced many new works of literature, leading to a boost in literature education. Second, the Middle School Curriculum-2017 Edition was emphasized in terms of the educational value and goals of foreign-translated literature. The Chinese government, through its four-Literature Key Competencies, aims at using these works for educational diffusion and cultural understanding, to foster unity with other cultures and regions. This follows the main educational goal of using foreign-translated literature for deepening cultural receptiveness and embracement. Finally, this study analyzes Korean foreign-translated works of literature and determines how-they can be understood in terms of active and open research toward foreign literature pieces and how, these works help in exploring diverse cultures and embracing an attitude of mutual cultural understanding.