GUIDELINES FOR PROMOTING POSITIVE ATTITUDES TO PRESERVE CHINESE CALLIGRAPHY AMONG HIGHER EDUCATION STUDENTS AT SHANDONG IN CHINA

Abstract

This study investigates the attitudes of calligraphy major students at universities in Shandong Province toward the preservation of Chinese calligraphy and the factors influencing these attitudes. The aim is to establish a framework for cultivating students’ positive attitudes toward calligraphy preservation. A mixed-methods approach, involving questionnaires and semi-structured interviews, was adopted, with data collected from 10 faculty members and a valid sample of 407 students across five universities. Reliability analysis revealed a Cronbach’s alpha of 0.95, with all subdimensions exceeding 0.9. The Kaiser–Meyer–Olkin (KMO) value was 0.921, indicating good validity. Data were analyzed using Structural Equation Modeling (SEM) with AMOS. The results show that both cognitive and affective attitudes significantly influence students’ behavioral intentions toward calligraphy preservation. Moreover, the integration of Problem-Based Learning (PBL) and Augmented Reality (AR) technology into teaching effectively enhances students’ willingness to engage in the inheritance of Chinese calligraphy. These findings offer empirical support for developing effective teaching strategies aimed at promoting the protection and transmission of Chinese calligraphy in higher education.

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