Exploring the Current Status, Needs, and Pathways for Mongolian Long-tune Courses in Inner Mongolia Universities

บทคัดย่อ

The objectives of the research are to 1) analyze the current implementation status and teaching needs of Mongolian Long-tune courses in universities in the Inner Mongolia Autonomous Region, and 2) construct a systematic development and optimization pathway for these courses. The research subjects were 278 university teachers involved in Mongolian Long-tune instruction, selected through a non-probability sampling method. Research instruments included a structured questionnaire developed from Tyler’s curriculum theory—covering curriculum objectives, content, implementation, and evaluation—and semi-structured interview outlines. Data analysis employed descriptive statistics, including Priority Needs Index (PNI) analysis using SPSS 27.0 to quantify gaps between the current status and needs, complemented by qualitative content analysis of interview data.

The research results were found that: 1) The Mongolian Long-tune curriculum shows a significant and systematic mismatch between current provision and teaching needs across four dimensions. The most critical gaps relate to cultural contextualization, practical training opportunities, and curriculum systematization. Qualitative evidence indicates that this mismatch is rooted in tension between the non-standardized, context-dependent logic of “living transmission” in intangible cultural heritage and the standardized, measurable logic of institutional higher education. 2) Based on teacher interview consensus, a four-dimensional curriculum optimization pathway was constructed to improve objectives (making them operational), content (integrating culture and language more deeply), implementation (embedding fieldwork, stage performance, and a dual-teacher classroom model), and evaluation (using diversified, process-oriented approaches). The pathway is further translated into actionable recommendations for education authorities, university administrators, and frontline teachers to support sustainable curriculum development. This study provides practical and theoretical insights into the professional transmission and innovative development of Mongolian Long-tune as an important form of intangible cultural heritage within the framework of higher education.