Integration of Intangible Cultural Heritage in the Graphic Design Curriculum of Secondary Vocational Schools: A Case Study of Zhanjiang Mechanical and Electrical School

Rui Zhang; Cavin Pamintuan

doi:10.54097/mb1g2n40

Authors

Rui Zhang
Cavin Pamintuan

DOI:

https://doi.org/10.54097/mb1g2n40

Keywords:

Secondary Vocational Schools, Computer Graphic Design, Intangible Cultural Heritage, Teaching Consciousness

Abstract

As modern education increasingly emphasizes the inheritance of Intangible Cultural Heritage (ICH), it is crucial to investigate whether teachers in the Computer Graphic Design program at secondary vocational schools fulfill their responsibilities in this regard. This study explores this issue using Zhanjiang Mechanical and Electrical School as a case study, aiming to comprehensively assess the current status of ICH awareness among these teachers and provide references for integrating intangible cultural heritage into vocational education. The purpose of this research is to offer valuable recommendations for enhancing teachers’ awareness of ICH and promoting its implementation in secondary vocational schools.

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