The Tibetan Education Model in Sichuan Province

Zelong  Luo; Samrerng  Onsampant; Theerapong  Budsarakoon

doi:10.60027/iarj.2026.e289425

Authors

Zelong Luo Faculty of Education, Shinawatra University, Bangkok, Thailand https://orcid.org/0009-0000-8501-9664
Samrerng Onsampant Faculty of Education, Shinawatra University, Bangkok, Thailand https://orcid.org/0009-0004-2031-9091
Theerapong Budsarakoon Faculty of Education, Shinawatra University, Bangkok, Thailand https://orcid.org/0009-0006-5881-7330

DOI:

https://doi.org/10.60027/iarj.2026.e289425

Keywords:

Tibetan Education, Bilingual Education, Boarding School System, Vocational Education, Educational Anthropology, Sichuan Province

Abstract

Background and Aims This doctoral dissertation investigated the development of Tibetan education in China, focusing on the educational model in Sichuan Province. The study aimed to evaluate the effectiveness of bilingual education, the boarding school system, and vocational education in Tibetan areas, while addressing their cultural, social, and economic implications. The research included assessing the implementation of national ethnic education policies, identifying challenges in Tibetan education, and proposing recommendations for improvement.

Methodology: The study employed a mixed-methods approach, combining educational anthropology with quantitative analysis. Data were collected through questionnaires distributed among students, teachers, and parents, as well as in-depth interviews with four Tibetan education experts and representatives from a prominent educational group in Sichuan. The research process involved fieldwork, including participant observation and ethnographic interviews, to capture the cultural and social dimensions of Tibetan education.

Results: The findings revealed that bilingual education has been instrumental in preserving Tibetan language and culture, although disparities in resource allocation persist. 2. The boarding school system effectively serves nomadic populations, but raises concerns about cultural detachment. Vocational education was found to align with local economic needs, yet it requires further development to enhance its impact. 3. The study concludes that a culturally sensitive approach, strengthened teacher training, and increased investment are essential for improving Tibetan education.

Conclusion: The research highlights that while educational programs promote Tibetan culture and economic needs, problems like cultural estrangement and inequity still exist. Long-term improvement requires a system that is better funded, more professionally supported, and culturally aware.

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