Abstract

In the context of rapid modernization and globalization, the preservation of intangible cultural heritage has become an urgent concern, particularly for ethnic minority groups in China. The objective is to investigate the integration of the traditional Duxianqin instrument into formal school education among the Jing ethnic group in Guangxi, China. Employing a mixed-methods approach, the research was conducted in three Jing ethnic schools and involved semi-structured interviews with five key informants, including music teachers, cultural bureau representatives, and traditional musicians. Additional data were gathered through field observations, document analysis, and surveys distributed to 300 students and teachers. Thematic coding and descriptive statistical analysis were used to triangulate findings. Results reveal that while Duxianqin instruction is still in the early stages of curricular integration, notable progress has been made through elective classes, cultural festivals, and performance-based learning. However, challenges such as a shortage of qualified teachers, limited teaching materials, and insufficient institutional support remain. The study highlights the value of culturally responsive education and recommends strengthened school-community partnerships, digital learning tools, and targeted curriculum development to ensure sustainable transmission. These findings contribute to broader discourses on ethnic education, music pedagogy, and heritage preservation in multicultural settings.

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