Educational Literacy Development in the Transmission of Zhuang Tianqin Ceremony

Abstract

The Zhuang Tianqin Ceremony, a traditional ritual of the Zhuang people in Guangxi Zhuang Autonomous Region, China, represents a harmonious blend of music, spirituality, and cultural identity centered on the Tianqin, a plucked musical instrument. This study investigates the educational literacy development in the transmission of the Zhuang Tianqin Ceremony amidst challenges posed by modernization and shifting generational interests. The objective was to investigate how traditional transmission methods, formal education, and community engagement contribute to the sustainability of this intangible cultural heritage. Fieldwork was conducted in Pingxiang City and nearby areas, utilizing qualitative methods, including participant observation, document analysis, and semi-structured interviews with four key informants: cultural bearers, educators, community leaders, and researchers. Thematic analysis revealed that integrating the Tianqin Ceremony into school curricula fosters cultural pride and literacy among younger generations, while community-led initiatives enhance public engagement and intergenerational learning. However, challenges such as limited documentation and declining interest necessitate innovative approaches, including digital resources and interdisciplinary strategies. The findings align with theoretical principles of cultural resilience and ethnopedagogy, offering insights for global cultural preservation efforts. The study recommends further exploration of digital tools, comparative cross-cultural analyses, and policies to support the integration of intangible heritage into modern educational frameworks.