Giáo dục công nghiệp văn hóa qua học liệu di sản dân tộc thiểu số: Nghiên cứu tại một số cơ sở giáo dục đại học vùng Trung du và miền núi phía Bắc

Tóm tắt

As cultural industries increasingly become a key economic driver and a pillar of national soft power, universities face growing pressure to train graduates capable of turning heritage into creative products and services. This study develops and tests a model linking heritage learning materials, heritage awareness, cultural creativity competency, cultural industry competency, and students’ intention to participate in cultural industries. Using an exploratory sequential mixed-methods design, we combined qualitative fieldwork across seven provinces in Vietnam’s Northern Midlands and Mountainous Region with a quantitative survey of 426 students at four universities in the region.

CFA and SEM results reveal a fairly tight chain of effects: heritage learning materials strongly shape heritage awareness, which in turn builds students' cultural creativity and cultural industry competency. Notably, however, cultural industry competency does not directly translate into intention to enter the field. Instead, it is heritage learning materials and cultural creativity competency that drive students toward this career path. These findings not only affirm the role of heritage education in preparing a cultural-industries workforce, but also raise deeper questions regarding the mechanisms by which student’s professional competencies translate into genuine career intentions.