Abstract
This study explores the impact of digital education technology on university educators teaching Chinese Classics and East Asian Studies in China, analyzing how technological advancements have reshaped teaching methodologies, student engagement, and the preservation of cultural heritage. The study uses in-depth qualitative interviews with faculty to examine the benefits and challenges of integrating digital tools into traditional content courses. Through in-depth qualitative interviews with faculty members, the research investigates the advantages and challenges of incorporating digital tools into courses cen-tered on traditional content. The findings reveal that while digital technology improves engagement, accessibility, and interactive learning, it also presents challenges related to preserving cultural nuances and adapting to rapid technological changes. These insights contribute to the broader literature on digital education's role in culturally rich academic disciplines, suggesting ways for educators to navigate the balance between tradition and technology and effectively incorporate digital methods into their teaching practices. As a result, these findings reveal that digital technology boosts engagement and access but challenges cultural preservation in traditional studies.
References
Chocarro, R., Cortiñas, M., & Marcos-Matás, G. (2023). Teachers’ attitudes towards chatbots in education: a technology acceptance model approach considering the effect of social language, bot proactiveness, and users’ characteristics. Educational Studies, 49(2), 295-313.
Ellis, J. L., & Hart, D. L. (2023). Strengthening the Choice for a Generic Qualitative Research Design. Qualitative Report, 28(6).
Fan, W. (2020). Digital transformations in cultural education: Opportunities and limitations. Journal of Educational Technology Research, 12(3), 203-217.
Huang, L. (2020). Faculty adaptation to digital tools in humanities education. Education and Information Technologies, 25(5), 1099-1113.
Liu, H., & Cui, J. (2024). Framework for evaluating technological innovation, CSR and ESG performance in Chinese art industrial: A quantitative analysis. Journal of Infrastructure, Policy and Development, 8(8), 6366.
Liu, H., & Wang, Y. (2021). Balancing tradition and innovation in East Asian Studies. Higher Education Quarterly, 75(4), 517-533.
Robinson, O. C. (2022). Conducting thematic analysis on brief texts: The structured tabular approach. Qualitative Psychology, 9(2), 194.
Yang, J. (2022). Chinese contemporary art teachers’ professional development in the 20th and 21st centuries within the multicultural framework. Heritage Science, 10(1), 1-16.
Zeng, Y., Yang, W., & Bautista, A. (2023). Computational thinking in early childhood education: Reviewing the literature and redeveloping the three-dimensional framework. Educational Research Review, 39, 100520.
Zhao, T. (2019). Digital education and cultural preservation: A qualitative study. Journal of Educational Sociology, 8(4), 356-370.
How to cite this paper
The Influence of Digital Education Technology on University Educators Teaching Chinese Classics and East Asian Studies: A Qualitative Analysis
How to cite this paper: Yanfeng Hu, Guitai Jin. (2024). The Influence of Digital Education Technology on University Educators Teaching Chinese Classics and East Asian Studies: A Qualitative Analysis. The Educational Review, USA, 8(11), 1341-1346.
DOI: http://dx.doi.org/10.26855/er.2024.11.011