Shanlax International Journal of Education

Understanding Children with Attention Deficit Hyperactivity Disorder: A Neurocognitive Perspective

2025-12-15T12:57:28+00:00

Attention is the process of receiving and responding to specific information. Various brain regions are involved in the development of attentional networks. Posner’s model of attentional networks explains that attention involves different mechanisms sub-served by separate brain networks (Posner & Petersen, 1990). In this model, attention contains three subsystems: alerting, orienting, and executive control. Some children have hyperactivity or inattention and a combination of hyperactive-impulsive and inattentive activities and behaviours; such children are considered to have attention-deficit hyperactivity disorder (ADHD). ADHD symptoms involve dysfunction of the prefrontal cortex (PFC) and its cortical and subcortical connections. Identifying this disorder in early childhood helps parents, family members, teachers, and peers to monitor, adjust, and handle these children with appropriate care. Knowledge of the neurocognitive process of attention formation and its functions helps us understand the attention process in the brain. The attention process is understood through various neuroimaging techniques, such as functional magnetic resonance imaging (fMRI), positron emission tomography (PET), and electroencephalography (EEG). These techniques delineate attention networks and detect attention-related dysfunctions in the brain, offering insights into attentional mechanisms. Any dysfunction that occurs during the process of attention creates attention-deficit hyperactivity disorder (ADHD). Understanding ADHD from a neurocognitive perspective can be beneficial because it provides a detailed explanation of the neural processes involved in attention formation and function. Children with ADHD face problems due to dysfunction in specific brain regions involved in attention formation or hyperactive functions. Because of this dysfunction, they face problems in emotional, social, and academic well-being. Understanding children with ADHD from a neurocognitive perspective enables parents, teachers, peers, and educational administrators to support children with ADHD, empowering them to attain academic success and participate effectively in social lives.

Innovative Blended Technology for Developing Village Health Volunteers Competency to Support a Full-Fledged aging Society in the Community Surrounding the Urban Society in Nakhon Sawan Province

2025-12-15T12:57:28+00:00

This study aimed to develop the competency of village health volunteers in the community surrounding urban area of Mueang Nakhon Sawan District, Nakhon Sawan Province. The study also aimed to develop an innovative blended technology for the volunteers and manage the network of village health volunteers in the same area. The researcher used David C. McClelland’s competency development concept for this research. The study was conducted on a purposive sample of 312 village health volunteers from the Mueang Nakhon Sawan District. The research instruments included a standard village health volunteer training website and a knowledge test. Data were collected and analysed using descriptive statistics, including the mean and standard deviation.
Research Findings
The results showed that the village health volunteer standard training curriculum consisted of eight subjects: 1) Basic Public Health and Community Health Systems, 2) Village Health Volunteers, 3) Laws related to Village Health Volunteers, 4) Healthy and Happy Life, 5) Essential Health Services,6) Communication in Basic Public Health, 7) Community Planning/Project Development, and 8) Management. The quality of the training website, as evaluated by experts, was at a high level overall (x̄)=4.19). Individually, the graphics and design components were rated at the highest level (x̄=4.56), followed by the lesson content at the highest level (x̄=4.51) Interaction design was rated as high (x̄=4.33), internet network techniques were high (x̅=4.47), and the lesson introduction was high (x̄=4.25). The standard village health volunteer training website can be effectively used for the target population. The management of the new village health volunteer network involved increasing the number of new volunteers by 10% per year, which is 32 people, from the initial 312 volunteers in the community surrounding the urban area, and adding one new community area per year. Competency development of village health volunteers can transform their performance. Therefore, this approach should be applied to a broader range of target groups and adapted for use in other areas as appropriate. Future research should focus on developing ongoing knowledge and skill enhancement for Village Health Volunteers. Additionally, it is recommended to promote activities or platforms for shared learning to foster a greater sense of duty and appreciation for the work.

A Factor Analysis of Competencies in Information and Communication Technology of Science Teachers Under The Uthaithani Primary Educational Service Area Office

2025-12-15T12:57:28+00:00

This study aimed to analyse the confirmatory factor structure of information and communication technology (ICT) competency among science teachers under the Uthai Thani Primary Educational Service Area Office. A quantitative research methodology was used. The sample comprised 500 science teachers selected through multistage sampling. The researcher developed a 77-item instrument using a five-point Likert rating scale. The instrument was validated by experts for content validity, and the content validity ratios for individual items ranged from 0.60 to 1.00, with item discrimination indices ranging from 0.44–0.92. The reliability coefficients, calculated using Cronbach’s alpha, ranged from 0.97–0.99. Data were analysed using confirmatory factor analysis (CFA) through statistical software, which indicated that the model demonstrated a good fit with the empirical data. The chi-square statistic was 107.331 with 98 degrees of freedom (p = 0.244), indicating good fit. The fit indices also indicated an excellent model fit, with a Tucker-Lewis Index (TLI) of 0.998, a Comparative Fit Index (CFI) of 0.999, a standardised root mean square residual (SRMR) of 0.022, and a Root Mean Square Error of Approximation (RMSEA) of 0.015. Among the factors, the highest factor loading was found in the knowledge component (0.940), followed by the skills component (0.896) and the attitude component (0.708), all of which were statistically significant at the .01 level. Future research should test the model in other contextually diverse regions and across different grade levels and investigate emerging variables relevant to contemporary ICT competencies.

The Development of Curriculum for Vocational Promotion of Special Needs Children Based on Rice Culture in Chalerm Phra Kiat District, Nakhon Si Thammarat Province

2025-12-15T12:57:28+00:00

This research article aimed to: (1) study the fundamental information and needs for developing a vocational curriculum for children with special needs based on rice culture in Chalerm Phra Kiat District, Nakhon Si Thammarat Province; (2) develop the vocational curriculum for children with special needs based on rice culture in Chalerm Phra Kiat District, Nakhon Si Thammarat Province; (3) implement and trial a vocational curriculum for children with special needs based on rice culture in Chalerm Phra Kiat District, Nakhon Si Thammarat Province; and (4) evaluate and improve the implementation of a vocational curriculum for children with special needs based on rice culture in Chalerm Phra Kiat District, Nakhon Si Thammarat Province. The target group consisted of 15 pairs (30 individuals in total), selected through voluntary participation. The research instruments included interviews, focus group discussion guidelines, vocational skills and attributes assessment forms and curriculum satisfaction questionnaires. All the instruments were validated by experts. The limitation of this study is that it may only apply to children with special needs in schools or special education centres located in Chaloem Phra Kiat District. Consequently, the findings may not be generalisable to children with special needs in other districts or provinces. Future research should broaden its scope to encompass other categories of children with special needs. This expansion ought to be accompanied by the development of educational media, innovative tools, or technology integrated with the curriculum to enhance engagement and accessibility for these learners. Qualitative data were analysed using content analysis, and quantitative data were interpreted using statistical methods. Qualitative data were analysed using content analysis, while quantitative data were analysed using percentages, means (x), and standard deviations (S.D.). The research findings are summarised as follows.
The results of the needs assessment indicated a common expectation among the participants. In the area of local food, there was a desire to promote careers in traditional Thai dessert-making. For handicrafts, the preferred activities were those with simple processes that children could complete successfully. In the area of creative work, there was a desire to support the production of low-cost, locally made souvenirs using community-sourced materials. Emphasis was placed on hands-on training conducted by local wisdom holders who shared knowledge and provided experiential learning opportunities.
The curriculum development results revealed that the curriculum consisted of ten components: (1) principles, (2) goals, (3) activity guidelines, (4) activity formats, (5) course description, (6) learning objectives, (7) activity structure, (8) learning media/resources, (9) assessment and evaluation, and (10) a student development activity plan. The draft curriculum was reviewed and deemed appropriate in the following aspects: (1) alignment with the needs for student development activities, (2) consistency with the local context by integrating community strengths into income-generating careers, and (3) curriculum implementation strategies that foster vocational skills and career-related attributes.
The curriculum implementation phase involved five steps: Step 1 – providing basic knowledge; Step 2 – selecting topics of interest; Step 3 – planning and learning from local wisdom experts; Step 4 – practical implementation, where students followed their plans systematically; and Step 5 – presentation and discussion of the outcomes. Student assessments were conducted throughout and after the implementation. The results showed that both students’ and parents’ overall vocational skills were at a good level, vocational attributes were also at a good level, and satisfaction with the curriculum development activities was at a high level.
Curriculum evaluation and revision indicated that overall vocational skills and attributes were at a good level, and satisfaction levels were high. However, areas for improvement were identified: (1) the number of hours allocated for activities was limited, which affected the full development of vocational skills and attributes; and (2) the language used in the criteria for assessing students’ work was overly complex, leading to misunderstandings in the evaluation process. Consequently, the assessment criteria were revised for greater clarity and usability.

Error-Grid Framework: A Pedagogical Approach for Diagnosing Programming Mistakes and Enhancing Learning Outcomes in Secondary Education

2025-12-15T12:57:28+00:00

Programming in secondary schools is still a difficulty because learners are transitioning to text-based languages; this is the case of programming. The dropping pass rates in Mauritius are indicative of endemic conceptual and procedural discontinuities. This study constructs and tests the Error-Grid Framework, a low-cost classroom intervention that uses errors as a kind of diagnostic message to inform specific instruction. Content analysis of 30 Grade 11 students (n=90 handwritten scripts; 2,987 lines) was conducted, providing a code of recurring errors in 11 concepts of core programming. Reliability was studied among four educators using Krippendorff’s alpha, and effectiveness was studied with the help of a pre/post design with two groups of students (n=11; n=13). Classroom utility was measured using survey data from 39 teachers across 20 schools. The findings indicated moderate inter-rater reliability (1=0.67; 2=0.64), substantial error decreases (p<0.001), and continued difficulties in loops, arrays, and functions. Teachers showed dense usability and diagnostic worthiness in the study. The framework facilitates differentiated teaching and timely feedback. In the future, this work should be extended to other languages, where automation is introduced to provide scalability and investigate long-term effects.

The development of social studies Learning Management Guidelines using Community-Based and Project-Based Approaches to Promote Disciplined Behavior and Responsibility for Learning Among Primary School Students in Small Schools

2025-12-15T12:57:28+00:00

This research seeks to create a social studies teaching paradigm that combines community-based and project-based learning to foster disciplined behavior and responsibility in the educational process among primary students in small schools. Furthermore, it seeks to evaluate the satisfaction levels of educators and learners with this instructional model. The sample group comprised social studies educators instructing Grade 5 at Ban Koh Nok School. The research tools comprised a demographic questionnaire, an assessment form measuring the coherence of the social studies instructional model utilizing community-based and project-based learning, and a satisfaction questionnaire pertaining to the instructional model guide. The data analysis employed mean, standard deviation, and reliability assessment. The research findings indicated that a learning management strategy for social studies was formulated utilizing a community-based and project-based learning methodology to foster responsible learning habits among elementary students in small schools. Five distinct learning management methodologies were developed, each assessed by specialists and considered extremely suitable, achieving an average score of 5.00 and a standard deviation of 0.00. The results of implementing the social studies learning management strategy revealed that both teachers and students had the highest level of satisfaction with the overall guide for this approach. Their satisfaction ranked highest with the learning activities, followed by the benefits, content, and evaluation techniques, in that order. Furthermore, the learning management strategy fostered disciplined and accountable learning behaviors among students in small schools, resulting in enhancements in both fundamental and behaviors.

Flexible Occupational Skills Development for the Elderly through Empowerment to Enhance Quality of Life and Strengthen the Grassroots Economy

2025-12-15T12:57:28+00:00

This research aimed to 1) study the potential, knowledge, and wisdom of the elderly in the area; 2) develop a flexible occupational skills learning module for the elderly; 3) experiment with a flexible occupational skills learning module for the elderly; and 4) study the quality of life and income from flexible occupational skills for the elderly. The research was conducted according to the research and development process using a mixed methodology, social phenomenological study, inductive data analysis, and local or community-based research. The target group comprised 50 elderly people from the Thanam Oi Subdistrict, Phayuha Khiri District, Nakhon Sawan Province, Thailand. The research period was 21 months, from 1 October 2023 to 30 June 2025. The researchers conducted the research in four steps as follows: Step 1: Analysis of the potential, knowledge, and wisdom of the elderly. The researchers visited the area to study the potential, knowledge, and wisdom of the elderly and their needs regarding career development. This research involved a document study, participatory observation, interviews, and focus group discussions. and brainstorming. Step 2: Development of a flexible occupational skills learning module for older adults. The researcher used the data from Step 1 to create a flexible occupational skills learning module for older adults. Step 3: Experimentation with the flexible occupational skills learning module for the elderly. This is an action research study that experiments with a learning module and conducts occupational skills training for the elderly. Data were collected both during and after the activity. The results were summarised and evaluated, and the information was returned to the communities. Finally, Step 4: Study of the quality of life and income from flexible occupational skills for the elderly. This is a career creation from occupational skills to income generation for the elderly, increasing their quality of life, self-esteem, and income from occupations.
Research Findings Revealed
1) The potential of the elderly: The Khao Mai Den Elderly Group, initiated in April 2023, consists of 50 members, including senior citizens and those aged 55–59 years from five villages. They meet monthly to participate in healthcare activities supported by public health officials. The elderly possess diverse potentials and wisdom. Most have experience in traditional handicrafts such as bamboo weaving, mats, rice baskets, and embroidery, providing a strong foundation in handicraft skills, pattern design, meticulousness, and perseverance. While bamboo and rattan are becoming increasingly rare, the elderly are considering the use of modern materials such as plastic threads instead of bamboo or rattan. They state that plastic threads are durable, come in various colours, are affordable, and can create patterns similar to traditional wisdom.
2) Development of flexible occupational skills learning modules for the elderly: The researchers created five learning modules: Understanding Materials and Equipment, Basics of Plastic Thread Weaving, Designing and Preparing for Basket Weaving, Weaving Simple Baskets, and Understanding Colours and Patterns. The quality was assessed by seven experts, and the learning modules were found to be of the highest quality.
3) The trial of the Flexible Occupational Skills Learning Module for the Elderly, which was held in a workshop for the elderly, found that participants participated in the workshop. Overall, basket-weaving skills were at the highest level.
4) Creating a career from flexible career skills for the elderly is an expansion of occupational skills training for a good quality of life and income generation for the elderly. The Elderly Club received a budget from the Elderly Fund Administration Division, Department of Elderly Affairs, Ministry of Social Development and Human Security. It was used as a cost for purchasing materials for the production of baskets using plastic threads. After participating in the flexible career skills development activity for six months, the quality of life was found to be at its highest level.
However, longitudinal research should be conducted to evaluate the sustainability of skills, supplementary income and quality of life. Research and develop digital learning media or online media appropriate for the elderly to increase access to knowledge and promote lifelong learning for the elderly.

A Study on Academic Stress among Secondary School Students and their Learning Interest

2025-12-15T12:57:28+00:00

Purpose: This study investigates the relationship between academic stress and learning interest among secondary school students in Tamil Nadu, India, examining how various stress factors influence student motivation and engagement in learning.
Methodology: A cross-sectional survey design was employed with 68 secondary school students selected through simple random sampling from four schools in Coimbatore District, Tamil Nadu. Data were collected using the standardized Student Academic Stress Scale (SASS) with six dimensions and the Student Learning Interest Questionnaire (SLIQ). Statistical analysis included descriptive statistics, t-tests, and linear regression analysis.
Results: The majority of students experienced high stress levels in their learning environment (mean=2.88), while showing no significant stress in academic workload (mean=3.07) and examination pressure (mean=3.07). Gender differences were significant only in academic workload stress (t=2.91, p=0.01), with females experiencing higher stress. Rural-urban differences were significant only in examination stress (t=3.10, p=0.00). Regression analysis revealed that academic stress did not significantly predict learning interest (R²=0.014, p=0.332), suggesting that despite stress exposure, students maintain their intrinsic motivation to learn.
Conclusions: While secondary school students experience considerable environmental stress, their fundamental learning interest remains resilient. Educational institutions should prioritize stress management interventions and environmental improvements to enhance overall student well-being while preserving their natural learning motivation.

Development of Learning Activities using Engineering Design Process within STEM Education Framework to Enhance Grade 7 Students’ Creative Problem-Solving Ability

2025-12-15T12:57:28+00:00

The purposes of the present study were: (1) to develop learning activities using the engineering design process within the STEM education framework on the topic of Thermal Energy for Grade 7 students with a target efficiency of 75/75; (2) to compare students’ creative problem-solving abilities before and after learning through the designed activities; and (3) to compare students’ learning achievement before and after learning through the designed activities. The cluster random sampling technique was employed to select 39 Grade 7/12 students studying in the second semester of the 2024 academic year at Prasatwitthayakarn School in Surin Province. The research instruments included: (1) lesson plans based on the engineering design process and STEM framework, (2) a creative problem-solving ability test, and (3) a science achievement test developed by the researcher. Percentage, mean, and standard deviation were used to analyze the data, while the hypotheses were tested using E1/E2 efficiency analysis and the dependent samples t-test. The results revealed that (1) the developed learning activities achieved an efficiency of 82.53/80.07, (2) students’ post-test creative problem-solving ability scores were significantly higher than their pre-test scores at the .05 level, and (3) students’ post-test learning achievement scores were also significantly higher than their pre-test scores at the .05 level. These findings suggest that integrating the engineering design process within the STEM education framework is an effective instructional approach for enhancing both creative problem-solving ability and science achievement in secondary school students. Future research in this field could explore how integrating the engineering design process with STEM education influences other 21st-century competencies—such as collaboration, critical thinking, and innovation—across diverse learning contexts.

Spiritual Leadership of School Administrators Affecting Organizational Commitment of Teachers under Samut Prakan Primary Educational Service Area Office

2025-12-15T12:57:28+00:00

This research aims to study 1) the level of spiritual leadership of school administrators, 2) the level of organizational commitment of government teachers, 3) the relationship between school administrators’ spiritual leadership and the organizational commitment of government teachers, and 4) the influence of school administrators’ spiritual leadership on the organizational commitment of government teachers. The sample group consisted of 333 government teachers under the Samut Prakan Primary Educational Service Area Office in the academic year 2025, obtained through multi-stage random sampling. The research instrument was a questionnaire. The statistical methods used were the mean, standard deviation, Pearson’s correlation coefficient, and stepwise multiple regression. The results were: 1) The overall level of spiritual leadership of school administrators, including all individual aspects, is high., 2) The overall level of organizational commitment of government teachers, including all individual aspects, is high.,3) There was a high positive correlation between the spiritual leadership of school administrators and the organizational commitment of government teachers, which was statistically significant at the .01 level, and 4) The spiritual leadership of school administrators, consisting of Vision, Hope, Faith, and Altruistic Love had a statistically significant influence at the .05 level on the organizational commitment of government teachers under the Office of Samut Prakan Primary Educational Service Area. These factors collectively predict 73.70% of the variance in organizational commitment. The research findings can be applied directly to develop school administrators’ spiritual leadership, which, in turn, will help increase government teachers’ organizational commitment. Moving forward, future research should focus on the key factors influencing both administrators’ spiritual leadership and teachers’ organizational commitment. It should also include a developmental model for spiritual leadership tailored for school administrators, so it can be practically used to improve schools.

The Impact of the Teaching Proficiency through Reading and Storytelling (TPRS) Approach on Reading Comprehension in Year Four Students

2025-12-15T12:57:28+00:00

This study aimed to investigate the effect of Teaching Proficiency through Reading and Storytelling (TPRS) on the reading comprehension ability of Year 4 students. Thirty-four participants were selected from Heathfield International School in Thailand and divided equally into an experimental group taught through TPRS and a control group taught through traditional methods. The experiment lasted six weeks during the first semester of the 2025 academic year. The research instruments included three unit plans, and an English reading comprehension test. Data were analysed using descriptive statistics, including mean and standard deviation (S.D.), and inferential statistics, including a dependent samples t-test. Findings revealed that the experimental group significantly outperformed the control group on the posttest (p < .05). Students taught through TPRS showed significant improvement from pretest to posttest, indicating that the integration of storytelling, contextual vocabulary exposure, and interactive physical engagement fosters better comprehension and motivation. These results support TPRS as an effective instructional approach for English as a foreign language students in primary education.

Authentic Leadership of School Administrators Affecting Work Motivation of Government Teachers under the Bangkok Metropolitan Administration

2025-12-15T12:57:29+00:00

This study aimed to examine 1) the authentic leadership of school administrators, 2) the work motivation of government teachers, 3) the relationship between the authentic leadership of school administrators and the work motivation of government teachers, and 4) the influence of the authentic leadership of school administrators on the work motivation of government teachers under the Bangkok Metropolitan Administration (BMA). The sample group consisted of 370 government teachers from the BMA in the academic year 2024, selected through multistagerandom sampling. The research instrument used was a questionnaire. The statistics used for data analysis included the mean, standard deviation, Pearson’s correlation coefficient, and stepwise multiple regression analysis. The research findings revealed that: 1) the overall and dimensional levels of authentic leadership of school administrators were high; 2) the overall and dimensional levels of teachers’ work motivation were also high; 3) the authentic leadership of school administrators was positively correlated with teachers’ work motivation at a moderate level, with statistical significance at the .05 level; and 4) three components of authentic leadership–relational transparency, internalised moral perspective, and balanced information processing–significantly affected teachers’ work motivation at the .01 level and jointly predicted 44.70% of the variance in teachers’ work motivation. Future research should include additional regions and employ qualitative methods to explore the experiences of administrators’ and teachers’ in greater depth.

Approaches to Developing the Corporate Image for Schools Under the Bangkok Metropolitan Administration, Thailand

2025-12-15T12:57:29+00:00

This study aimed to 1) examine the needs regarding the corporate image of schools under the Bangkok Metropolitan Administration (BMA)and 2) identify the approaches to developing the corporate image for BMA schools. A mixed-methods research approach was used and divided into two phases. Phase 1 examined corporate image needs using quantitative research. The sample consisted of 370 government teachers under the BMA, selected through multistage sampling. Data were analysed using descriptive statistics and the modified Priority Needs Index (PNI modified). Phase 2identifiedapproaches to developing the corporate image through semi-structured interviews with nine participants, including senior executives from the Department of Education, district education officers, school directors, and educational administration specialists. Content analysis was also The research findings revealed that 1) the overall needs regarding the corporate image of schools were at a high to the highest level, with services showing the highest need, followed by reputation, physical environment and atmosphere, and personnel, respectively; and2) the approaches to developing the corporate image for schools were as follows: Reputation included Quality Education and Communication and Public Relations; Physical Environment and Atmosphere included Organizational Culture and Modern Facilities and Advanced Technology; Services included Excellence in Service; and Personnel included professional conduct and ethics and school leadership. Based on these findings, future research should investigate the implementation of corporate image development guidelines across different types of BMA schools, particularly accounting for differences in school size, district characteristics, and educational management models. Additionally, the long-term impact on efficiency and stakeholder satisfaction should be examined.

Agile Leadership of School Administrators Affecting Core Competencies of Government Teachers in Schools Under the Secondary Educational Service Area Office, Bangkok 2

2025-12-15T12:57:29+00:00

This research aims to study 1) the agile leadership of secondary school administrators, 2) the core competencies of government teachers in secondary schools, 3) the relationship between the agile leadership of secondary school administrators and the core competencies of government teachers in secondary schools, and 4) how the agile leadership of secondary school administrators influences the core competencies of teachers in secondary schools under the Secondary Educational Service Area Office, Bangkok 2 (SESAO Bangkok 2). The sample group consisted of 357 government teachers working in schools under the Secondary Educational Service Area Office, Bangkok 2 during the 2025 academic year. The research instruments included questionnaires on agile leadership among secondary school administrators and the core competencies of government teachers in secondary schools. The statistics used in the study were mean, standard deviation, Pearson’s Product-Moment Correlation Coefficient, and stepwise multiple regression analysis.
The results revealed that: 1) the agile leadership of secondary school administrators, both overall and in each aspect, was at ahigh level; 2) the core competencies of government teachers in secondary schools, both overall and in each aspect, were at a high level; 3) the agile leadership of school administrators and the core competencies of government teachers had a very high positive correlation at the .01 level of statistical significance; and 4) the agile leadership of school administrators, consisting of contextual agility, stakeholder agility, creative agility, and self-leadership agility, significantly affected the core competencies of government teachers in schools at the .01 level of significance, with a predictive power of 64.20 percent. The research findings can be applied to develop school administrators’ agile leadership, enabling them to adapt and respond effectively to current global changes. The knowledge gained will enhance the core competencies of government teachers, leading to increased operational efficiency and ultimately allowing educational institutions to manage and provide quality education to achieve their goals. Future research should focus on factors influencing both administrators’ agile leadership and teachers’ core competencies, as well as on models for developing agile leadership.

Place-Based Arts Education for Rural Revitalization: A Case of the “She” Ethnic Minority Theater in Ningde, China

2025-12-15T12:57:29+00:00

In the context of China’s national rural revitalization strategy, the preservation and transmission of ethnic minority culture have become vital components of sustainable rural development. This study explores the “She” ethnic minority Theater in Ningde City, Fujian Province, as a model of place-based arts education that connects cultural heritage, community identity, and educational innovation. Rooted in the “She” people’s traditional music, dance, and ritual performances, the theater functions as a “living classroom” that enables experiential and participatory learning. Using a qualitative research design combining field observation, semi-structured interviews, and document analysis, the study investigates how the “She” Theater integrates local cultural resources into teaching practices, promotes intergenerational learning, and enhances students’ understanding of ethnic identity and cultural sustainability. Findings indicate that the theater not only serves as a creative educational space but also strengthens community cohesion and stimulates local tourism through cultural engagement. The results highlight the potential of place-based arts education to bridge formal schooling and community learning, fostering both personal development and cultural continuity. The study provides theoretical and practical implications for educators, policymakers, and rural planners aiming to integrate intangible cultural heritage into educational programs and regional revitalization strategies.