Cultural Identity and Pedagogical Practice: Exploring the Educational Value of Chinese Calligraphy and Seal Carving in International Schools

Abstract

Against the dual backdrop of deep integration of global education and international communication of Chinese culture, international schools, as core venues for the intersection of diverse cultures, have become important positions for the overseas dissemination of excellent traditional Chinese culture. Chinese calligraphy and seal carving, which integrate technicality, cultural connotation, and aesthetic value, are core artistic forms carrying traditional Chinese cultural genes, and their educational value and practical paths when integrated into the curriculum systems of international schools have attracted wide attention. Supported by cultural identity theory and cross-cultural education theory, this study adopts curriculum analysis, classroom observation, and semi-structured interviews to investigate 6 international schools with different curriculum systems (IB, AP, British A-Level) in China and Southeast Asia. It systematically explores the core educational value of calligraphy and seal carving in international schools, and sorts out the current implementation status, typical models, and practical dilemmas of teaching practice. The research finds that calligraphy and seal carving have three core values in international schools: they serve as an important link for Chinese students to connect with their cultural roots and construct cultural identity, a key window for international students to understand Chinese culture and cultivate cross-cultural perspectives, and an effective path for all students to improve their aesthetic ability and comprehensive quality. Currently, the teaching of calligraphy and seal carving in international schools faces problems such as fragmented curriculum systems, insufficient professional competence of teachers, poor localization adaptability of teaching materials, and a single evaluation mechanism. Based on this, targeted practical strategies are proposed from four dimensions: curriculum system reconstruction, teacher team building, teaching resource development, and evaluation mechanism innovation. This study aims to provide reference for the standardized and sustainable teaching practice of calligraphy and seal carving in international schools, and contribute to the international educational communication of excellent traditional Chinese culture.