Fostering Cultural Identity: A Study of Factors Influencing Students’ Willingness to Carry on the Tradition of Literati Landscape Painting in Chinese Higher Education Art Programmes

Abstract

In the context of globalisation and digitalisation, there is a marked disconnect between the transmission of Chinese literati landscape painting and students’ acquisition and preservation of this tradition. This study employed stratified random sampling to collect 467 valid questionnaires, utilised structural equation modelling for path analysis, and conducted in-depth interviews with 15 respondents to investigate the mechanisms through which higher education in fine arts influences students’ willingness to preserve literati landscape painting. The findings revealed that cultural identity exerts a significant mediating effect between the educational environment and the willingness to preserve this art form, with the influence of faculty guidance being the strongest (β=0.671); Qualitative analysis revealed that aesthetic enlightenment, identity negotiation and theoretical construction constitute a progressive process of cultural identity formation; however, whilst senior students maintain a deep sense of identity, their willingness to carry on the tradition is significantly weakened by employment pressures; differences in the educational ecosystems across different types of universities also influence the translation of identity into action. Based on these findings, educational reforms should strengthen the role of teaching staff as cultural ambassadors and, through progressive career guidance, help students balance their aspirations for tradition with practical demands.