The study examined cultural-existentialism pedagogy in Chinese kindergartens using questionnaires from 500 teachers and 252 supervisors and interviews with 30 participants from each group. Both groups reported needs for confidence, professional development and institutional support.
Key findings
- Reported barriers included limited resources, insufficient training and finances. Teachers requested workshops and accessible materials; supervisors emphasised policy and curriculum integration. Both highlighted teacher identity and reflective practice.
Why this matters globally
Pedagogical change requires both practitioner and system support, a transferable lesson. The CEP construct and child outcomes need clear operationalisation before scaling.
Thai researcher contribution
A Rajamangala University of Technology Krungthep-linked author contributed to this China-focused education study.
Limitations to consider
Sampling and measurement detail are unclear in the abstract, the p-value statement is contradictory, and no child outcomes are reported. Perceptions do not establish teaching effectiveness.