The Integration of Blended Learning in Guqin Art Education in Guangxi, China

Abstract

This study explores the integration of blended learning (BL) in Guqin art education within Guangxi, China, addressing the challenges of cultural preservation and modern educational demands. A mixed-methods approach was adopted, combining quantitative surveys (n=187 valid responses) and qualitative interviews (7 experts). Results indicate that BL significantly enhances student engagement (mean=3.61/5), learning satisfaction (mean=3.69/5), and skill acquisition. Key factors include flexible online resources (e.g., VR/AR tools, MOOCs) and structured offline practices (e.g., workshops, Yaji gatherings). Challenges such as technological adaptation and resource limitations were mitigated through teacher training and institutional support. The study proposes a BL framework balancing online (30%) and offline (70%) components, emphasizing cultural relevance and technological innovation. Findings advocate for BL as a transformative tool in preserving intangible cultural heritage while meeting contemporary pedagogical needs.