Cultural Integration Project-Based Learning (CIPBL): A Teaching Approach for Cultural and Artistic Vocational Education in China

Abstract

The research investigates China's vocational cultural and artistic education difficulties by focusing on students' inadequate cultural understanding and their limited cultural integration skills and curriculum-industry mismatch. The main goal is to develop Cultural Integration Project-Based Learning (CIPBL) as an improved teaching method that combines Project-Based Learning (PBL) with enhanced cultural and market-driven curriculum to address these gaps. Through qualitative research the study performs ethnographic interviews with educators and students and industry professionals to understand both the advantages and weaknesses of existing PBL practices in cultural and artistic education. The research shows existing PBL supports creativity and teamwork but it does not achieve sufficient cultural integration and industry standards. The CIPBL framework emerges from Constructivism and Social Learning Theory and Cultural Capital Theory to enhance cultural literacy and vocational skills simultaneously. The research presents a complete three-dimensional evaluation framework to measure cultural integration and market adaptability within student projects. The CIPBL system will improve vocational education by connecting it better to industrial requirements to prepare students for success in the fast-changing cultural and creative industries.