Designing and Developing Teaching Modules based on Chinese Traditional Culture Integration for Product Design Education
DOI:
https://doi.org/10.21834/e-bpj.v10i33.7310Keywords:
Traditional Chinese Culture, Integration, Teaching Modules Design, Product Design EducationAbstract
This study examines how traditional Chinese culture can be systematically integrated into product design education, leading to the development of a structured experiential UET-E teaching module. The research data collected from semi-structured interviews and Nominal Group Techniques discussion sessions with teachers revealed a strong consensus on the value of embedding cultural heritage in modern design education, there was a strong consensus on the value of And as a result, the UET-E teaching module was designed and developed to provide a practical, student-centred framework that guides learners in understanding, extracting, transforming and extending traditional cultural elements within a contemporary design context.
References
Aytekin, B. A., & Rızvanoğlu, K. (2019). Creating learning bridges through participatory design and technology to achieve sustainability in local crafts: a participatory model to enable the transfer of tacit knowledge and experience between the traditional craftsmanship and academic education. International Journal of Technology and Design Education, 29(3), 603-632. DOI: https://doi.org/10.1007/s10798-018-9454-3
Baeten, M., Kyndt, E., Struyven, K., & Dochy, F. (2010). Using student-centred learning environments to stimulate deep approaches to learning: Factors encouraging or discouraging their effectiveness. Educational research review, 5(3), 243-260. DOI: https://doi.org/10.1016/j.edurev.2010.06.001
Başer, A., Sönmez, Ö. F., & Şahin, H. (2024). Immersive Explorations: Transformative Experiences in Inter-Professional Education through Scenario-Based Learning. In Advances in Medical Education and Training. IntechOpen. DOI: https://doi.org/10.5772/intechopen.114295
Hansen, R. E. (2000). The role and experience in learning: Giving meaning and authenticity to the learning process in schools. DOI: https://doi.org/10.21061/jte.v11i2.a.2
Hepburn, L. A. (2022). Transdisciplinary learning in a design collaboration. The Design Journal, 25(3), 299-316. DOI: https://doi.org/10.1080/14606925.2022.2048986
Katsanakis, I. (2025). Fostering Entrepreneurial Skills Through Business Simulations: The Pedagogical Approach of the “Business Simulation-Games” Course. In Integrating Simulation Tools Into Entrepreneurship Education (pp. 109-140). IGI Global Scientific Publishing. DOI: https://doi.org/10.4018/979-8-3693-9040-5.ch006
Kolb, D. A. (2014). Experiential learning: Experience as the source of learning and development. FT press.
Leong, B. D., & Clark, H. (2003). Culture-based knowledge towards new design thinking and practice: A dialogue. Design issues, 19(3), 48-58. DOI: https://doi.org/10.1162/074793603768290838
Li, Y. (2022). Inheritance and development of traditional culture: a new path for design education reform in China.
Lin, C.-L., Chen, S.-J., Hsiao, W.-H., & Lin, R. (2016). Cultural ergonomics in interactional and experiential design: Conceptual framework and case study of the Taiwanese twin cup. Applied ergonomics, 52, 242-252. DOI: https://doi.org/10.1016/j.apergo.2015.07.024
Lin, R. T. (2007). Transforming Taiwan aboriginal cultural features into modern product design: A case study of a cross-cultural product design model. International Journal of Design, 1(2).
Li, S., Zhang, Y., Wang, Z., & Li, H. (2023). The influence of national policies on the evolution of industrial design education in China. Heliyon, 9(7). DOI: https://doi.org/10.1016/j.heliyon.2023.e17504
Liu, L., Samat, S. R. A., & Du, J. (2025). From tradition to modernity: The evolution of design creativity in Chinese history. Herança, 8(1), 49-62. DOI: https://doi.org/10.52152/heranca.v8i1.934
Nawar, S. H., Etawy, M. S., Nassar, G. E., Mohammed, N., & Hassabo, A. G. (2024). The impact of cmf design on product design. Journal of Textiles, Coloration and Polymer Science, 21(2), 259-272. DOI: https://doi.org/10.21608/jtcps.2024.258196.1250
Meyer, M. W., & Norman, D. (2020). Changing design education for the 21st century. She Ji: The Journal of Design, Economics, and Innovation, 6(1), 13-49. DOI: https://doi.org/10.1016/j.sheji.2019.12.002
Mu, D. (2024). Shanzhai as a Pluriversal Praxis: Challenging Western Design and Innovation Paradigm. DOI: https://doi.org/10.21606/drs.2024.184
Sun, H., & Choi, A. Y. (2024). Motivational Issues in Visual Design Education: Improving Teaching Methods From the Perspective of Self-Determination Theory. Psychology, 14(6), 196-206. DOI: https://doi.org/10.17265/2159-5542/2024.06.002
Sun, Y., Wu, I. W., & Lin, R. (2022). Transforming “ritual cultural features” into “modern product forms”: A case study of ancient Chinese ritual vessels. Religions, 13(6), 517. DOI: https://doi.org/10.3390/rel13060517
Wong, W. S. (2005). Torn between Tradition and Modernity: the future of design education directions of China. International Conference on Design Education: Tradition and Modernity Conference Proceedings.
Yu, P., & Jerrard, B. (2018). The challenges and transformation of design education in contemporary China. MATEC Web of Conferences. DOI: https://doi.org/10.1051/matecconf/201817602015
Zhao, Q., & Sahari, F. (2024). Application research of traditional Chinese motifs in cultural and creative products. Art and Design Review, 12(2), 137-148. DOI: https://doi.org/10.4236/adr.2024.122010
Zhang, L. (2019). The semantics of products. China Building Industry Press.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Ling Wang
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
