This study examined students' acceptance and preferences regarding the integration of local intangible cultural heritage (ICH) into aesthetic education at a Chinese private university. Through a mixed-methods approach encompassing 847 questionnaires and multiple case studies, the research identified key psychological and developmental factors influencing ICH-based learning. Findings revealed strong overall support (90.67%), with significant variations: female students and senior undergraduates demonstrated higher acceptance. Motivations stemmed from hands-on experience and skill acquisition (reflecting intrinsic competence needs), alongside credit incentives (extrinsic regulation). Barriers included scheduling conflicts, superficial content, and inflexible credit systems, which compromised students' psychological need for autonomy. A key developmental distinction emerged, aligning with Perry's theory: freshmen in cognitive exploration preferred practical skills, while seniors in relativistic thinking valued academic depth. Accordingly, the study proposes the "MENG" path, it is a learner-centered developmentally staged model that advocates for a differentiated, multi-tiered curriculum responsive to students' evolving cognitive and motivational profiles. The research provides an evidence-based pathway for integrating underrepresented ICH into higher education, contributing to Sustainable Development Goals 4 (quality education) and cultural heritage safeguarding. The research thereby offers both a theoretical framework and a practical model for advancing two key SDGs in higher education: quality education (SDG 4) and cultural heritage safeguarding. Importantly, it demonstrates how a STEAM-informed approach, when guided by developmental theory, can transform technologies like MR from standalone tools into psychologically responsive resources that align with students' evolving needs across learning stages.
Yang et al. (Sat,) studied this question.
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