Survey on the Integration of Local Culture in Labor Education Courses: A Case Study of Guangxi Arts University in Nanning, China

Labor education refers to equip students with essential life skills, practical abilities, craftsmanship, labor concepts, and personal qualities needed for social development. Local culture encompasses the unique lifestyle of a community, including aspects such as religion, food, clothing, language, rituals, and music. This study investigates the integration of local culture into labor education courses at Guangxi Arts University in Nanning City, highlighting the benefits and challenges of such an approach. The research focuses on the attitudes of Guangxi Arts University students towards incorporating Nanning City's local culture into their labor education curriculum. A survey of 331 students was conducted to gather data on their familiarity with, interest in, and perceptions of the integration of local culture into labor education. The results indicate a strong student preference for integrating local culture into these courses. A significant majority of students reported being familiar with and interested in Nanning City's local culture, with 88.3% feeling familiar and 93.4% expressing interest. However, the data also reveal varied student attitudes regarding the actual integration of local culture by teachers in labor education courses. Only 42.3% of students believed that teachers effectively incorporate local culture into the curriculum, suggesting that current integration efforts may be insufficient. Despite these challenges, 91.6% of students agreed that integrating local culture into labor education is beneficial, and 84.6% looked forward to encountering more local cultural elements in their courses. The study underscores the transformative impact of integrating local culture into labor education, advocating for its widespread adoption in educational policies and curriculum frameworks. Embracing and celebrating local cultural diversity enriches educational experiences, strengthens community ties, and ensures the continuity of cultural heritage for future generations. Key implications include: (i) Educational Practice Insights: Curriculum designers and educators should incorporate local cultural elements to boost student interest and engagement while promoting local cultural heritage. (ii) Policy Implications: Policymakers should advance the integration of labor education with local culture by promoting related policies and encouraging their adoption in educational institutions. (iii) Curriculum Development Insights: Developers should prioritize local cultural aspects to create dynamic and enriching learning experiences. Recommendations for enhancing the integration of local culture into labor education include: (i) Enhanced Teacher Training: Comprehensive training for teachers to integrate local culture into labor education effectively. (ii) Enriched Curriculum Content: Inclusion of more content and practical activities related to local culture. (iii) Promotion of Home-School Collaboration: Encouraging collaborative efforts between families and schools to foster local cultural practices. (iv) Policy Support: Developing policies to guide and support schools in integrating local culture. (v) Regular Evaluation and Feedback: Establishing a systematic framework for ongoing evaluation and feedback. Implementing these strategies will enhance labor education's quality and effectiveness while contributing significantly to preserving and promoting local cultural heritage.