Educational Strategies for the Transmission of Tibetan Folk Songs in Multicultural China

Abstract

Tibetan folk songs, as vital components of China’s intangible cultural heritage, are under increasing threat from modernization, educational standardization, and cultural homogenization. This study investigates effective educational strategies for the transmission of Tibetan folk songs within the context of multicultural China. Conducted in six educational and cultural institutions across Qinghai and the Tibet Autonomous Region, the research employed a qualitative ethnographic methodology. Three key informants—a secondary school music educator, a university curriculum planner, and a community-based folk artist—were interviewed using semi-structured formats, supported by classroom observations and curriculum document analysis. Thematic coding was used to analyze data, with attention to cultural identity, teaching practices, and student engagement. The findings revealed three principal strategies that promote effective transmission: 1) integration into formal curricula with cultural contextualization, 2) community-based transmission through oral tradition and intergenerational learning, and 3) technology-enhanced learning via digital archives and multimedia platforms. Notably, the most impactful programs combined these approaches, leveraging formal education, community involvement, and digital tools to foster emotional connection and long-term retention. These results suggest that sustaining Tibetan folk songs in a multicultural education system requires hybrid strategies grounded in authenticity, participation, and innovation. The study recommends targeted teacher training, policy support, and investment in digital infrastructure to ensure the continued vitality of Tibetan musical traditions. Future research should explore longitudinal impacts and scalability across other minority groups in China.