Graduation Year
2025
Document Type
Dissertation
Degree
Ph.D.
Degree Name
Doctor of Philosophy (Ph.D.)
Degree Granting Department
Curriculum, Instruction, and Learning
Major Professor
Michael Berson, Ph.D.
Committee Member
Vonzell Agosto, Ph.D.
Committee Member
Ilene Berson, Ph.D.
Committee Member
Sanghoon Park, Ph.D.
Keywords
Authenticity, Chinese Ideological and Political Education, Digital Platform, Visual Pedagogies
Abstract
This qualitative study investigates the role of visual pedagogies, including photo-elicitation via Xiaohongshu, in fostering authentic engagement in asynchronous discussions within Chinese Ideological and Political Education (CIPE). It examines both the pedagogical opportunities and challenges associated with integrating visual content—such as images, videos, and multimedia—into CIPE. In response to limitations in traditional CIPE teaching methods, particularly in promoting critical thinking and meaningful student interaction, the research explores how digital tools can enhance engagement and provide a culturally responsive framework for ideological education.
The study addresses two central research questions: (1) How do CIPE instructors perceive the role of visual pedagogies in fostering authentic engagement in asynchronous discussions? (2) What are the pedagogical opportunities and challenges of using visual content in CIPE? To answer these questions, data were collected through semi-structured interviews, focus groups, and visual artifacts shared on Xiaohongshu, providing a comprehensive understanding of how instructors and students interact with visual pedagogies.
Framed by the Authentic Online Community of Learning Framework (AOCLF), the research aligns the analysis of visual pedagogies with four dimensions: authenticity, interactivity, cultural relevance, and networking. Findings reveal that visual content, particularly when culturally resonant and contextually relevant, enhances authenticity by connecting abstract ideological principles with students’ real-world experiences. Instructors highlighted the role of visuals in stimulating reflective and critical discussions, while students reported greater emotional and cognitive engagement through interactive and multimedia-based learning activities.
Despite these benefits, the study identifies challenges in the implementation of visual pedagogies, including variability in technological proficiency, potential misinterpretation of visual prompts, and the need for careful curation of culturally and ideologically sensitive content. Xiaohongshu’s multimedia features and interactive tools were found to mitigate some of these challenges by fostering collaborative learning and offering a flexible platform for engaging students in asynchronous discussions.
Ultimately, this study underscores the transformative potential of visual pedagogies in modernizing CIPE, offering practical insights for educators and policymakers. By integrating digital tools and culturally resonant content, the findings highlight opportunities to enhance the authenticity and interactivity of CIPE while addressing its pedagogical challenges. This research provides a replicable model for higher education institutions seeking to innovate ideological education in a rapidly digitalizing world.
Scholar Commons Citation
Su, Ruiqian, "Integrating Visual Pedagogies with the Digital Platform to Establish Authenticity as a Gold
Standard in Chinese Ideological and Political Education" (2025). USF Tampa Graduate Theses and Dissertations.
https://digitalcommons.usf.edu/etd/11011
