Parental Engagement in Labor Education in Chinese Primary Schools: A Mixed-Methods Study of Participation Patterns, Cultural Constraints, and Policy Pathways

Abstract Labor education has gained prominence within China’s primary education system in recent years, prompting increased scholarly attention to the role of parental involvement. This study investigates the scope, challenges, and reform pathways of parental involvement in labor education within China’s evolving education system. Drawing on a mixed-methods design, the research integrates questionnaire responses from 538 parents, labor skill assessments from 480 students, and semi-structured interviews with 12 teachers at a representative urban school. Results reveal a paradoxical pattern of high parental support yet low active participation, driven by role ambiguity, fragmented school communication, and utilitarian perceptions of educational value. A “grade-decline effect” is identified, with student labor competencies decreasing in higher grades, alongside a decline in parental perceived efficacy. To interpret these findings, the study introduces a cognition–action–feedback model situated within Bronfenbrenner’s ecological systems theory. Policy recommendations include time-credit incentives, co-designed curricula, and formative, portfolio-based assessments to enhance equitable and sustainable family–school–community collaboration. The findings contribute to global conversations on culturally responsive family engagement and labor education reform.