Investigating Student Needs for Teaching Content of “Multi-Ethnic Culture” Curriculum in the Context of ASEAN Culture
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Published
Jun 30, 2026
Abstract
Against the backdrop of the ASEAN-China Comprehensive Strategic Partnership and deepening Belt and Road Initiative, this study examines 529 undergraduates’ learning needs for integrating ASEAN cultural content into “Multi-Ethnic Culture” curriculum at a border region university. Findings reveal a “high interest-low understanding” tension structure: 75.1% express strong interest in ASEAN cultures, but only 23.4% demonstrate deep understanding, with 78.3% primarily learning through informal digital channels. Structural curriculum gaps exist, with “integration of ASEAN materials” receiving the lowest satisfaction (M=2.89). Students prioritize intercultural interpretation skills (importance 4.35), communication abilities (4.28), and research practice capabilities (4.02), favoring visual content (traditional arts 72.4%, festive customs 68.2%) and interactive teaching methods (case comparisons 78.3%, digital presentations 72.4%). Importance-Performance Analysis identifies these three competencies as priority improvement areas. This study proposes an “Understanding (30%)－Practice (40%)－Innovation (30%)” framework, integrating case comparisons, digital displays, thematic instruction, and practical activities, providing empirical evidence for curriculum internationalization in border region universities.
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Keywords
ASEAN Culture, Multi-Ethnic Culture, Curriculum Content, Student Needs, Intercultural Competence
Supporting Agencies
No funding sources declared.
References
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Leask, B. (2015). Internationalizing curriculum. Routledge. DOI: https://doi.org/10.4324/9781315716954
Martilla, J. A., & James, J. C. (1977). Importance-performance analysis. Journal of Marketing, 41(1), 77-79. DOI: https://doi.org/10.1177/002224297704100112
Ministry of Education of China. (2022). Building an Amicable Home Together: Vision and Action on ASEAN-China Education Cooperation and Development (2022-2030). Beijing: Ministry of Education. https://asean.org/wp-content/uploads/2022/12/1_Vision-and-Action-on-ASEAN-China-Education-Cooperation-and-Development1.pdf
Pallant, J. (2020). SPSS survival manual: A step by step guide to data analysis using IBM SPSS (7th ed.). McGraw-Hill. DOI: https://doi.org/10.4324/9781003117452
Posner, G. J. (2004). Analyzing curriculum (3rd ed.). McGraw-Hill. https://jan.ucc.nau.edu/jf36/eci322/posner.pdf
SEAMEO. (2024). Education: Shaping future of ASEAN-China relations. Southeast Asian Ministers of Education Organization. https://www.seameo.org/Main_news/477
Wang, T. (2023). Innovative research on the cultivation of intercultural business communication competence from a multi-dimensional dynamic perspective. Frontiers in Educational Research, 6(3). DOI: https://doi.org/10.25236/FER.2023.060319
Tyler, R. W. (2013). Basic principles of curriculum and instruction. University of Chicago Press. DOI: https://doi.org/10.7208/chicago/9780226086644.001.0001
ASEAN Secretariat. (2024). ASEAN statistical yearbook 2023. Jakarta: ASEAN Secretariat. https://asean.org/wp-content/uploads/2023/12/ASEAN-Statistical-Yearbook-2023.pdf
Association of Southeast Asian Nations. (2024, June 12). Overview of ASEAN–China comprehensive strategic partnership. https://asean.org/wp-content/uploads/2024/06/Overview-of-ASEAN-China-CSP-12-June-2024.pdf
Banks, C. A. M., & Banks, J. A. (1995). Equity pedagogy: An essential component of multi-ethnic education. Theory Into Practice, 34(3), 152-158. DOI: https://doi.org/10.1080/00405849509543674
Banks, J. A. (1993). The canon debate, knowledge construction, and multi-ethnic education. Educational Researcher, 22(5), 4-14. DOI: https://doi.org/10.3102/0013189X022005004
Banks, J. A. (2004). Diversity and citizenship education: Global perspectives. Jossey-Bass. DOI: https://doi.org/10.1080/00131720408984645
Banks, J. A. (2015). Cultural diversity and education: Foundations, curriculum, and teaching (6th ed.). Routledge. DOI: https://doi.org/10.4324/9781315622255
Banjongjit, B., & Boonmoh, A. (2018). Teachers' perceptions towards promoting intercultural communicative competence in the EFL classroom. Reflections, 25(2), 76–97. DOI: https://doi.org/10.61508/refl.v25i2.165393
Beacco, J. C., Byram, M., Cavalli, M., Coste, D., Cuenat, M. E., Goullier, F., & Panthier, J. (2016). Guide for development and implementation of curricula for plurilingual and intercultural education. Council of Europe. ISBN: 978-92-871-8234-0
Biggs, J. (2003). Teaching for quality learning at university: What student does (2nd ed.). Society for Research into Higher Education & Open University Press. DOI: https://doi.org/10.1604/9780335211692
Bouma, G., Ling, R., & Pratt, D. (Eds.). (2009). Religious diversity in Southeast Asia and the Pacific: National case studies. Springer. DOI: https://doi.org/10.1007/978-90-481-3389-5
Byram, M. (2021). Teaching and assessing intercultural communicative competence. Multilingual Matters. https://www.jstor.org/stable/jj.22730614
Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th ed.). Routledge. DOI: https://doi.org/10.4324/9781315456539
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). Sage. ISBN-13: 978-1506386706
Dang, N. G. (2025). Promoting intercultural competence in EFL contexts: Insights from Vietnamese university teachers. IAFOR Journal of Education, 13(1), 149–169. https://files.eric.ed.gov/fulltext/EJ1475932.pdf
Darwin, & Prasodjo, P. (2025). Critical thinking skills program: EFL classroom multi-ethnic planning and teaching practice in higher education. Celtic: A Journal of Culture, English Language Teaching, Literature and Linguistics, 12(1), 88–104. DOI: https://doi.org/10.22219/celtic.v12i1.36499
Deardorff, D. K. (2006). Identification and assessment of intercultural competence as student outcome of internationalization. Journal of Studies in International Education, 10(3), 241-266. DOI: https://doi.org/10.1177/1028315306287002
Earley, P. C., & Ang, S. (2003). Cultural intelligence: Individual interactions across cultures. Stanford University Press. https://psycnet.apa.org/record/2003-88428-000
Grant, C. A., & Sleeter, C. E. (2021). Doing multi-ethnic education for achievement and equity (3rd ed.). Routledge. DOI: https://doi.org/10.4324/9780203831397
Guo, Y., Guo, S., & Liu, X. (2022). Internationalization of Chinese higher education: Is it westernization? Journal of Studies in International Education, 26(4), 430–448. DOI: https://doi.org/10.1177/1028315321990745
Killick, D. (2018). Developing intercultural practice: Academic development in multi-ethnic and globalizing world. Routledge. DOI: https://doi.org/10.4324/9781315266848
Kurlantzick, J. (2012). ASEAN’s future and Asian integration. Council on Foreign Relations. https://www.cfr.org/reports/aseans-future-and-asian-integration
Landorf, H., Doscher, S., & Hardrick, J. (2018). Making global learning universal: Promoting inclusion and success for all students. Stylus Publishing. DOI: https://doi.org/10.4324/9781003445807
Leask, B. (2015). Internationalizing curriculum. Routledge. DOI: https://doi.org/10.4324/9781315716954
Martilla, J. A., & James, J. C. (1977). Importance-performance analysis. Journal of Marketing, 41(1), 77-79. DOI: https://doi.org/10.1177/002224297704100112
Ministry of Education of China. (2022). Building an Amicable Home Together: Vision and Action on ASEAN-China Education Cooperation and Development (2022-2030). Beijing: Ministry of Education. https://asean.org/wp-content/uploads/2022/12/1_Vision-and-Action-on-ASEAN-China-Education-Cooperation-and-Development1.pdf
Pallant, J. (2020). SPSS survival manual: A step by step guide to data analysis using IBM SPSS (7th ed.). McGraw-Hill. DOI: https://doi.org/10.4324/9781003117452
Posner, G. J. (2004). Analyzing curriculum (3rd ed.). McGraw-Hill. https://jan.ucc.nau.edu/jf36/eci322/posner.pdf
SEAMEO. (2024). Education: Shaping future of ASEAN-China relations. Southeast Asian Ministers of Education Organization. https://www.seameo.org/Main_news/477
Wang, T. (2023). Innovative research on the cultivation of intercultural business communication competence from a multi-dimensional dynamic perspective. Frontiers in Educational Research, 6(3). DOI: https://doi.org/10.25236/FER.2023.060319
Tyler, R. W. (2013). Basic principles of curriculum and instruction. University of Chicago Press. DOI: https://doi.org/10.7208/chicago/9780226086644.001.0001
How to Cite
Gan, F., & Qin , J. (2026). Investigating Student Needs for Teaching Content of “Multi-Ethnic Culture” Curriculum in the Context of ASEAN Culture. Science Insights Education Frontiers, 34(2), 5503–5530. https://doi.org/10.15354/sief.26.or285
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