Journal of Teaching Innovation and Reform

Vol. 2 (2026)
Articles

Integrating Traditional Culture to Optimize Emerging Education Model of Schools in Sichuan: Case Exemplars from Successful Stories in Chinese Developed Regions

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  • Zeng Ziyi,
  • Khar Thoe Ng,
  • Kamolrat Intaratat,
  • Ong Eng Tek,
  • Peng Jia Xin,
  • Feng Shihan
Zeng Ziyi
Faculty of Education and Liberal Arts (FELA), INTI International University, Persiaran Perdana BBN Putra Nilai, 71800 Nilai, Negeri Seremban, Malaysia
Khar Thoe Ng
Faculty of Education and Liberal Arts (FELA), INTI International University, Persiaran Perdana BBN Putra Nilai, 71800 Nilai, Negeri Seremban, Malaysia
Kamolrat Intaratat
School of Communication Arts, Sukhothai Thammathirat Open University,9/9 Mu 9, Chaengwattana Rd., Bangpood, Pakkret, Nonthaburi 11120, Thailand
Ong Eng Tek
Faculty of Social Sciences & Liberal Arts (FOSSLA), UCSI University, Kuala Lumpur, Malaysia
Peng Jia Xin
Faculty of Education and Liberal Arts (FELA), INTI International University, Persiaran Perdana BBN Putra Nilai, 71800 Nilai, Negeri Seremban, Malaysia
Feng Shihan
Faculty of Education and Liberal Arts (FELA), INTI International University, Persiaran Perdana BBN Putra Nilai, 71800 Nilai, Negeri Seremban, Malaysia

Published 2026-06-17

Keywords

  • Traditional Culture,
  • Emerging Education Model,
  • Curriculum Localization,
  • Culturally Responsive Teaching,
  • Remote Ethnic Areas

How to Cite

Integrating Traditional Culture to Optimize Emerging Education Model of Schools in Sichuan: Case Exemplars from Successful Stories in Chinese Developed Regions. (2026). Journal of Teaching Innovation and Reform, 2, 66-77. https://doi.org/10.65638/2978-5634.2026.2.06

Abstract

With the continuous development of new technology and the support of various local policies, emerging technologies have gradually entered every classroom. In Sichuan, a province that still has many backward and remote areas, although many primary and secondary schools in remote areas already have better facilities than big cities, many of them are still struggling with educational thinking traditions, insufficient teachers, and unclear goals. This qualitative study combines case analysis and thematic analysis, employing semi-structured interviews, classroom observations to collect empirical data from 16 participants in Sichuan’s remote ethnic minority areas. Case studies from Bozi Primary School in Shandong and Shalang Ethnic Experimental School in Yunnan were selected based on regional comparability. Findings confirm serious shortcomings in curriculum innovation and localization. An educational model integrating traditional culture and emerging technology is proposed and validated through expert evaluation and stakeholder feedback. The discussion critically compares findings with existing research on culturally responsive teaching and digital education, highlighting practical implications for educators, and administrators.

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