Autonomous driving paper index
The processual construction of emotional experience and cultural identity: a qualitative interview study of intangible cultural heritage education in Chinese universities
One-line summary
Within the educational context of intangible cultural heritage (ICH), cultural identity is commonly regarded as a pivotal educational objective.
Engineering notes
Key topics: autonomous driving. See the paper for implementation details and experimental results.
Chinese explanation / 中文解读
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Original abstract
Within the educational context of intangible cultural heritage (ICH), cultural identity is commonly regarded as a pivotal educational objective. However, a process-oriented, experiential explanation of how emotional experiences participate in the formation and negotiation of cultural identity in educational practice remains underdeveloped. This study investigates Chinese higher education ICH education as its research context. Employing a constructivist grounded theory methodology, we analyzed data from in-depth interviews with 37 experts, university faculty, ICH inheritors, adjunct inheritor-teachers, and students. The findings suggest that participants' cultural identity is not derived from singular cultural contact but rather emerges as a processual experience gradually formed through embodied participation, emotional engagement, and social interaction. During this process, emotional experiences manifest not only as immediate affective responses but also as sustained connective meaning-making within cultural practices, subsequently influencing participants' understanding of cultural belonging, cultural responsibility, and community relationships. The study further observes differentiated narratives across various stakeholders concerning cultural experience, meaning construction, and the articulation of community consciousness, highlighting the distinct context-dependency and non-linear characteristics of cultural identity development. Conceptualizing cultural identity as a processual construct continually negotiated through emotional experiences and social interactions, rather than a fixed or unidirectional experience, this research offers an interpretative perspective for understanding the interrelationships among culture, emotion, and identity in ICH education. The results also underscore the significant roles of the educational context, embodied practice, and multi-stakeholder interaction in the formation of cultural identity.
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