Integrating Thai Local Culture into Chinese Culture Courses in Chiang Mai: A Framework-Guided Study

Abstract

This article aimed to (1) examine the current teaching status and materials used in Chinese culture courses, (2) explore students’ interests and learning needs, (3) assess the integration of Chiang Mai’s local culture into teaching practices, and (4) analyze teacher and student attitudes toward cultural localization. A descriptive quantitative design was adopted. Data were collected from 11 Chinese culture teachers and 228 undergraduate students across four universities through validated questionnaires (IOC = 0.85–1.00, Cronbach’s α = 0.806). Results show that 91.4% of teachers rely on officially published textbooks, yet fewer than half of students find them locally relevant. Both groups strongly support the incorporation of local cultural resources—festivals, cuisine, and community heritage—into classroom activities. More than 95% of students reported greater motivation and more profound understanding through comparative and experiential learning. Teachers, however, face constraints in time, training, and institutional support. The study proposes a Three-Level Cultural Integration Model—perception, comparison, and integration—as a framework for designing localized and intercultural curricula. The findings offer practical strategies for curriculum reform and contribute to the sustainable development of Chinese culture education in Thai higher education.