Abstract

Situated in the educational context of Zhuang ethnic regions in Guangxi, this study examines how English film resources function as linguistic tools and as stimuli for organizational change in secondary school management. The aims of this study are to examine the factors influencing the intervention effect of English film and television resources, analyze the mediating roles of teaching practice and student learning engagement in the relationship between these resources and school management efficiency, and develop culturally appropriate educational strategies to enhance local applicability and educational value. A mixed-method approach is adopted, combining questionnaire responses from 400 students and in-depth interviews with 8 English teachers at Yining Ethnic Middle School in Nanning. The research is guided by a stimulus–intervention–efficiency conceptual model and applies structural equation modeling to evaluate six hypotheses related to participation, mediation, cultural alignment, and perceived management improvement. Findings show that English film and television resources are associated with student engagement (0.42), student engagement is associated with management efficiency (0.39), and teaching practice is associated with management efficiency (0.36). Cultural fit moderates the relationship between English film and television resources and management efficiency (0.31). English film and television resource intervention is also positively associated with teaching practice (0.28), further supporting the intervention pathway. This study extends stimulus–response theory into school governance and proposes a culturally grounded intervention strategy. It supports SDG 4 through the promotion of inclusive and context-sensitive educational practices in ethnic minority areas. Recommendations are provided at classroom, institutional, and policy levels to support implementation in similarly underserved educational settings.

This work is licensed under a Creative Commons Attribution 4.0 License.