Practice Studies on Youth Engagement in Intangible Cultural Heritage Education through Shanwei Yuge Chinese Folk Songs

Abstract

This study investigates how practice-based educational strategies can enhance youth engagement in intangible cultural heritage education through Shanwei Yuge Chinese folk songs. The purpose of the research is to address the challenges faced by young learners who are increasingly disconnected from traditional cultural practices due to modernization and limited experiential exposure. Conducted in Shanwei City, an important heritage preservation zone, the study involved key informants, a general informant, and thirty casual informants, using interviews, field observations, student reflections, and audio-visual documentation. A qualitative research design was employed, and data were analyzed through open, axial, and selective coding to identify core themes relevant to youth cultural engagement. The findings revealed that before educational practice, curriculum structures were overly theoretical, teaching materials were limited, and instructional behavior was teacher-centered, resulting in low youth participation. After implementing practice-based strategies, including digital listening modules, authentic field recordings, guided interpretation, and performance-based learning, students demonstrated increased motivation, emotional resonance, cultural understanding, and active participation. These results suggest that experiential, multimodal, and culturally grounded instructional approaches are essential for sustaining ICH among younger generations. The study concludes that integrating authentic materials and participatory learning environments into ICH curricula can significantly strengthen youth engagement and support the long-term transmission of Shanwei Yuge. Future research should explore comparative models in other regions and examine digital innovations for broader cultural dissemination.