The Impact of the Bai Ethnic Minority Intangible Cultural Heritage Teaching Model on College Students’ Ethnic Cultural Identity
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Abstract
Background and Aim: In the era of globalization, the protection, transmission, and sustainable development of intangible cultural heritage face increasing challenges due to rapid social change, modernization, and cultural homogenization. As an important group responsible for future cultural inheritance, university students play a critical role in preserving and promoting traditional cultural values. Strengthening students’ national cultural identity has therefore become an essential objective in higher education and cultural heritage education. This study explores the impact of teaching models based on Bai intangible cultural heritage on college students’ national cultural identity. Guided by constructivist learning theory, the research aims to examine how different instructional approaches can enhance students’ understanding, emotional connection, and behavioral engagement with traditional culture, while promoting the preservation and transmission of ethnic cultural heritage in contemporary educational contexts.
Materials and Methods: This study employed a quantitative research design supported by constructivist teaching principles. Three teaching models were implemented in the Bai intangible cultural heritage education program: scaffolding teaching, anchoring teaching, and random entry teaching. College students from different academic grade levels participated in the instructional activities. The teaching content included cultural knowledge, practical experiences, and interactive learning activities related to Bai intangible cultural heritage. Students’ levels of national cultural identity were assessed through structured quantitative measurement before and after participation in the teaching program. Statistical analysis was conducted to evaluate the effectiveness of each teaching model and to compare differences in acceptance and learning preferences among students from different grade levels.
Results: The findings revealed that all three constructivist teaching models significantly improved students’ levels of national cultural identity (p < 0.05). Among the three approaches, anchoring teaching demonstrated the highest level of effectiveness (M = 4.17), indicating that situational and context-based learning activities had the strongest impact on students’ cultural understanding and identity formation. Random entry teaching ranked second in effectiveness (M = 4.01), suggesting that flexible and exploratory learning methods also positively influenced students’ engagement with cultural heritage content. In addition, significant differences were identified in the acceptance of teaching models across academic grade levels. Lower-grade students showed a stronger preference for random entry teaching methods, while higher-grade students demonstrated greater adaptability to structured instructional approaches. The findings indicate that experiential learning, contextual interaction, and practical cultural activities play important roles in strengthening students’ cultural identity and participation in heritage preservation.
Conclusion: This study concludes that Bai intangible cultural heritage teaching models effectively promote the transformation of national cultural identity from cognitive understanding to behavioral participation through situational learning and practical cultural experiences. The research expands the application of constructivist learning theory within cultural heritage education and provides an empirically validated framework for higher education institutions seeking to strengthen cultural identity formation among university students. Furthermore, the findings offer valuable guidance for integrating traditional cultural heritage into modern educational practices, contributing to the preservation and sustainable transmission of intangible cultural heritage in increasingly globalized societies.
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