The Impact of the Bai Ethnic Minority Intangible Cultural Heritage Teaching Model on College Students’ National Cultural Identity
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This article aimed to study: (1) the development and evaluation of constructivist-based teaching models for Bai ethnic intangible cultural heritage (ICH) education; (2) the impact of these teaching models on college students’ national cultural identity; and (3) evidence-based recommendations for integrating ICH education in higher education. The research was quantitative. Data were collected via a structured questionnaire from 1,136 college students at six public universities in Yunnan Province, China, selected through stratified cluster sampling. Analyses included descriptive statistics, independent samples t-tests, and one-way ANOVA using SPSS 26.0, with effect sizes (η²) calculated to assess practical significance.
The research results were found as follows: (1) all three constructivist teaching models scaffolding (M = 3.59), anchored (M = 4.17), and random access (M = 4.01) significantly enhanced students’ national cultural identity (p < 0.05); (2) anchored teaching demonstrated the highest effectiveness, confirming the value of authentic situational learning for cultural identity formation;
(3) significant grade-level differences emerged, with lower-grade students showing greater receptiveness to innovative approaches, particularly random access teaching (F(4, 1131) = 2.63,
p = 0.03); and (4) no significant differences were found across gender or ethnic groups, indicating broad cross-demographic applicability.
The new knowledge derived from this research is that constructivist ICH education can transform students’ cultural identity from cognitive awareness to active behavioral engagement, providing validated frameworks and practical guidance for universities seeking to integrate traditional cultural heritage into contemporary curricula.
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