Integrating Ethnic Craft Skills Into the Fine Arts Pedagogy at Chinese Higher Vocational Institutions: A Study Based in Guizhou Province

Abstract

This study examines the integration of ethnic craft skills into fine arts pedagogy at Chinese higher vocational institutions, with a focus on Guizhou Province. The research aims 1) to study the current situation of integrating ethnic skills into art education and teaching in higher vocational colleges in China, especially in Guizhou Province, and the challenges and opportunities of this integration. Advanced layout, optimization, and adjustment provide a reference for policy formulation; 2) to explore the influence of teachers, students, and inheritors on integrating Guizhou national skills into art education and teaching in higher vocational colleges. Lay a solid foundation for further integration, and 3) study the pedagogy-based theoretical cognition, practical ability, and innovative development that contribute to the integration of ethnic craft skills into art education in Guizhou's higher vocational colleges and universities, and how this contributes to the realization of educational goals. A mixed-methods approach was adopted, involving quantitative surveys of 400 participants, including teachers and students, as well as qualitative interviews with ethnic craft inheritors. The findings reveal that, while there is significant interest in ethnic crafts, challenges such as outdated teaching methods, limited involvement of skilled inheritors, and insufficient resources hinder the effective integration of these crafts. Teachers lack adequate training, students need engaging learning methods, and inheritors face barriers to participating in formal education systems. Despite these challenges, opportunities exist to leverage local cultural heritage, such as Miao embroidery and batik, to enrich curricula and foster cultural confidence. The study highlights the importance of harmonizing theoretical knowledge, hands-on practice, and creative innovation in pedagogy. Modernized teaching methods, including project-based learning and workshops with inheritors, enhance students' practical abilities and appreciation of traditional crafts. These insights contribute to curriculum reform, emphasizing the need for stakeholder collaboration and policy support to preserve cultural identity while advancing vocational education.