Integrating Intangible Cultural Heritage (ICH) Into Early Childhood Education as a Proactive Strategy for TVET Enhancement

This study examines whether integrating Intangible Cultural Heritage (ICH) into early childhood education (ECE) can strengthen the foundational dispositions later mobilised in Technical and Vocational Education and Training (TVET). A cross-sectional survey was administered at Yunnan Normal University Affiliated Chenggong Kindergarten (Kunming, China). Guided by the Krejcie–Morgan approach to sample sufficiency, responses were obtained from 30 teachers and 148 parents. Two instruments were used—teachers (demographics, perceptions, ICH-activity suitability, implementation challenges) and parents (demographics, perceptions)—and demonstrated acceptable internal consistency (Cronbach’s α: teachers = 0.70; parents = 0.92). Data were analysed in SPSS 29 using descriptive statistics and non-parametric tests with corresponding effect sizes and 95% confidence intervals; for descriptive readability, 5-point Likert responses were collapsed to disagree/neutral/agree, while inferential analyses used the original ordinal data. Ethics approval was granted by the authors’ institution; participation was voluntary, anonymous, and based on informed consent. Perceived importance of ICH integration was very high: over 95% of respondents endorsed ICH as valuable for cultural identity, creativity, and holistic development. Art- and language-based activities (traditional crafts, songs, storytelling, performing arts) were rated most suitable for young children. However, reported classroom implementation was modest (12.9%–25.8% across domains). Principal barriers included complex curricular resources (77.4%), difficulty embedding ICH in existing pedagogy (71%), insufficient materials (64.5%), and limited teacher expertise (61.3%). Demographic factors did not differentiate teachers’ perceptions; among parents, academic qualification showed a small but significant association. Findings reveal a perception–practice gap. Targeted teacher training, improved resource provision, and school–community partnerships are recommended to support sustainable ICH–ECE integration aligned with TVET-oriented skill formation.

Intangible Cultural Heritage (ICH); Early Childhood Education (ECE); TVET; Culture-Based Learning; Skills Development

1. Cheng, Q., & Chaumthong, P. (2025). Integrating Intangible Cultural Heritage into Digital Fine Arts Education of Vocational Institutions in Guizhou, China. Comparative Asia Africa Governmental Accounting, 2, 150–156. [Google Scholar] [Crossref]

2. Chung, H. (2020). Cultural heritage education in early childhood: A conceptual review. Early Childhood Education Journal, 48(3), 317–329. [Google Scholar] [Crossref]

3. Handayani, L., & Saearani, M. F. T. B. (2024). Paradigma dan tantangan pendidikan seni dalam mengintegrasikan akhlaq, teknologi, dan multikulturalisme. Besaung: Jurnal Seni Desain dan Budaya, 9(2), 235–248. [Google Scholar] [Crossref]

4. Heckman, J. J. (2013). The economics of human potential. University of Chicago Press. [Google Scholar] [Crossref]

5. International Labour Organization. (2020). Skills for employment and productivity: Global framework for core skills. ILO Publishing. [Google Scholar] [Crossref]

6. Jagielska-Burduk, A., Pszczyński, M., & Stec, P. (2021). Cultural heritage education in UNESCO cultural conventions. Sustainability, 13(6), 3548. [Google Scholar] [Crossref]

7. Kamarudin, N., & Hassan, A. (2022). Enhancing cultural identity through early childhood heritage education. Journal of Education and Humanities, 5(2), 112–126. [Google Scholar] [Crossref]

8. Labrador, A. M. (2022). Integrating ICH and education: A review of converging theories and methods. International Journal of Intangible Heritage, 17, 18–36. [Google Scholar] [Crossref]

9. Nguyen, M., & Pham, T. (2021). Traditional knowledge and inquiry-based learning in early childhood science education. Early Childhood Education Journal, 49(5), 853–864. [Google Scholar] [Crossref]

10. Pérez-Guilarte, Y. (2023). Understanding the significance of cultural heritage in early childhood education. Heritage, 6(9), 324. [Google Scholar] [Crossref]

11. Rahman, N., & Abdullah, S. (2019). Documenting traditional knowledge for early childhood learning: Gaps and challenges. Journal of Cultural Preservation, 12(1), 55–68. [Google Scholar] [Crossref]

12. Rahman, N., Salleh, M., & Amin, S. (2023). Teachers’ readiness for heritage-based education in preschool settings. Journal of Early Childhood Education Studies, 7(2), 98–113. [Google Scholar] [Crossref]

13. Sudaryanti, S., Prayitno, P., Arifiyanti, N., & Maharani, O. (2024). Pengembangan kemampuan motorik dan sosial emosional anak usia dini menggunakan permainan tradisional. Jurnal Pendidikan Anak, 13(1), 114–125. [Google Scholar] [Crossref]

14. Tamizi, N., Harun, N. A., Jumati, N. F., & Abdul, M. A. (2025). Hubungan antara peranan guru dan pelaksanaan aktiviti kemahiran motor halus kanak-kanak di tadika. Quantum Journal of Social Sciences and Humanities, 6(4), 468–478. [Google Scholar] [Crossref]

15. UNESCO-UNEVOC International Centre. (2023). Promoting Skills for Work and Life: Technical and Vocational Education and Training (TVET). UNESCO-UNEVOC. [Google Scholar] [Crossref]

16. UNESCO. (2003). Convention for the Safeguarding of the Intangible Cultural Heritage. UNESCO. [Google Scholar] [Crossref]

17. UNESCO. (2022). Transforming Technical and Vocational Education and Training for Successful and Just Transitions: UNESCO Strategy 2022–2029. UNESCO Publishing. [Google Scholar] [Crossref]

18. Yang, Y., & Chsing, L. C. (2024). Exploration of the integration of intangible cultural heritage into national education. Journal of Humanities, Arts, and Social Science, 8(1). [Google Scholar] [Crossref]

19. Zain El Shandidy, M. (2023). The power of intangible heritage in sustainable development. International Journal of Advanced Studies in World Archaeology, 6(2), 92–97. [Google Scholar] [Crossref]

20. Zainal, Z. (2020). Traditional knowledge and its relevance in modern education systems. Journal of Cultural Studies, 12(3), 45–56. [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study