From Coursework Outputs to Public Heritage Interpretation: Mechanisms and Boundaries of University Labor Education in Grand Canal Heritage Transmission

Jingru Nie; Huihui Zhu; Hao Wang

doi:doi:10.11648/j.her.20261105.20

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From Coursework Outputs to Public Heritage Interpretation: Mechanisms and Boundaries of University Labor Education in Grand Canal Heritage Transmission

Jingru Nie^*

, Huihui Zhu, Hao Wang

Published in Higher Education Research (Volume 11, Issue 5)

Received: 15 October 2026 Accepted: 23 October 2026 Published: 29 October 2026

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Abstract

University labor education involving cultural heritage may contribute both to student learning and to forms of cultural expression intended for wider publics. Yet the conditions under which coursework outputs can become meaningful contributions to public heritage interpretation remain insufficiently explained. Taking the design of the “Revitalizing Historic Sites” project in the Zhenjiang section of China’s Grand Canal as a practice-based point of reference, this article undertakes theoretical integration and conceptual analysis informed by embodied cognition, place attachment, and people-centred heritage conservation. It examines the mechanisms and boundaries of university labor education in the interpretation of tangible, linear cultural heritage. The analysis suggests that problem-oriented task reframing can reposition heritage as an object of professional inquiry; embodied engagement and place-based interaction may create conditions for heritage understanding and attachment to place; and knowledge translation and public deliberation can enable coursework outputs to enter the public cultural sphere. At the organizational level, professionalization of labor content, project-based implementation process, curriculum integration of local resources, and public-oriented outcome expression must operate alongside the cross-cutting requirements of interpretive reliability, local reciprocity, and organizational continuity. By distinguishing among the educational process, public interpretation, and sustained contributions, the article argues that completing course assignments or achieving short-term visibility does not, in itself, demonstrate successful heritage transmission. It offers a conceptual framework for assessing the possibilities and limits of university labor education in public heritage interpretation.

Published in	Higher Education Research (Volume 11, Issue 5)
DOI	10.11648/j.her.20261105.20
Page(s)	219-226
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2026. Published by Science Publishing Group

Keywords

University Labor Education, Grand Canal Cultural Heritage, Living Heritage Transmission, Embodied Cognition, Place Attachment, Public Heritage Interpretation

References

[1]	UNESCO World Heritage Centre. The Grand Canal. 2014. https://whc.unesco.org/en/list/1443/
[2]	Ministry of Education of the People's Republic of China. Guidelines for Labor Education in Primary, Secondary, and Higher Education (Trial) [in Chinese]. 2020 (July 7). https://www.moe.gov.cn/srcsite/A26/jcj_kcjcgh/202007/t20200715_472808.html
[3]	Xiang, X. The Theoretical Implications of Labor Education. Journal of East China Normal University (Educational Sciences). 2023, 41(8), 44-52. https://doi.org/10.16382/j.cnki.1000-5560.2023.08.005
[4]	Wang, F., Che, L., Sun, K. The Status of Labor Education in Chinese Universities and Reflections on Current Practices [in Chinese]. China University Teaching. 2020, (9), 75-79, 85. https://jxcy.cbpt.cnki.net/portal/journal/portal/client/paper/dbf82adb8aa68312334d7c56dd6355fe
[5]	Wang, Y., Liang, J., Li, Z. The Value and Practical Pathways of Using Intangible Cultural Heritage Resources for Labor Education: An Embodied Cognition Perspective [in Chinese]. Theory and Practice of Education. 2023, 43(29), 28-33.
[6]	Li, Y., Zhou, Y., Zhou, S. Constructing the Content of a Knowledge Base for Grand Canal Cultural Heritage: The Zhenjiang Section [in Chinese]. Library Science Journal (Tushuguan Xuekan). 2022, 44(7), 54-60.
[7]	Smith, L. Uses of Heritage. Routledge, 2006.
[8]	Court, S., Wijesuriya, G. People-Centred Approaches to the Conservation of Cultural Heritage: Living Heritage. ICCROM, 2015. https://www.iccrom.org/publication/people-centred-approaches-conservation-cultural-heritage-living-heritage
[9]	Wilson, M. Six Views of Embodied Cognition. Psychonomic Bulletin & Review. 2002, 9(4), 625-636. https://doi.org/10.3758/BF03196322
[10]	Gruenewald, D. A. The Best of Both Worlds: A Critical Pedagogy of Place. Educational Researcher. 2003, 32(4), 3-12. https://doi.org/10.3102/0013189X032004003
[11]	Scannell, L., Gifford, R. Defining Place Attachment: A Tripartite Organizing Framework. Journal of Environmental Psychology. 2010, 30(1), 1-10. https://doi.org/10.1016/j.jenvp.2009.09.006
[12]	Wang, L., Nordin, J., Liu, H. Participation Intention in Cultural Heritage Conservation across Generations: The Influence of Differential Heritage Value Perception and Place Attachment. International Journal of Urban Sustainable Development. 2025, 17(1), 336-357. https://doi.org/10.1080/19463138.2025.2587386
[13]	Jaakkola, E. Designing Conceptual Articles: Four Approaches. AMS Review. 2020, 10(1-2), 18-26. https://doi.org/10.1007/s13162-020-00161-0
[14]	Sandy, M., Holland, B. A. Different Worlds and Common Ground: Community Partner Perspectives on Campus-Community Partnerships. Michigan Journal of Community Service Learning. 2006, 13(1), 30-43. https://eric.ed.gov/?id=EJ843845
[15]	ICOMOS. ICOMOS Charter for the Interpretation and Presentation of Cultural Heritage Sites. 2008. https://www.icomos.org/images/DOCUMENTS/Charters/interpretation_e_1.pdf

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APA Style

Nie, J., Zhu, H., Wang, H. (2026). From Coursework Outputs to Public Heritage Interpretation: Mechanisms and Boundaries of University Labor Education in Grand Canal Heritage Transmission. Higher Education Research, 11(5), 219-226. https://doi.org/10.11648/j.her.20261105.20

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Nie, J.; Zhu, H.; Wang, H. From Coursework Outputs to Public Heritage Interpretation: Mechanisms and Boundaries of University Labor Education in Grand Canal Heritage Transmission. High. Educ. Res. 2026, 11(5), 219-226. doi: 10.11648/j.her.20261105.20

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Nie J, Zhu H, Wang H. From Coursework Outputs to Public Heritage Interpretation: Mechanisms and Boundaries of University Labor Education in Grand Canal Heritage Transmission. High Educ Res. 2026;11(5):219-226. doi: 10.11648/j.her.20261105.20

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@article{10.11648/j.her.20261105.20,
  author = {Jingru Nie and Huihui Zhu and Hao Wang},
  title = {From Coursework Outputs to Public Heritage Interpretation: Mechanisms and Boundaries of University Labor Education in Grand Canal Heritage Transmission},
  journal = {Higher Education Research},
  volume = {11},
  number = {5},
  pages = {219-226},
  doi = {10.11648/j.her.20261105.20},
  url = {https://doi.org/10.11648/j.her.20261105.20},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.her.20261105.20},
  abstract = {University labor education involving cultural heritage may contribute both to student learning and to forms of cultural expression intended for wider publics. Yet the conditions under which coursework outputs can become meaningful contributions to public heritage interpretation remain insufficiently explained. Taking the design of the “Revitalizing Historic Sites” project in the Zhenjiang section of China’s Grand Canal as a practice-based point of reference, this article undertakes theoretical integration and conceptual analysis informed by embodied cognition, place attachment, and people-centred heritage conservation. It examines the mechanisms and boundaries of university labor education in the interpretation of tangible, linear cultural heritage. The analysis suggests that problem-oriented task reframing can reposition heritage as an object of professional inquiry; embodied engagement and place-based interaction may create conditions for heritage understanding and attachment to place; and knowledge translation and public deliberation can enable coursework outputs to enter the public cultural sphere. At the organizational level, professionalization of labor content, project-based implementation process, curriculum integration of local resources, and public-oriented outcome expression must operate alongside the cross-cutting requirements of interpretive reliability, local reciprocity, and organizational continuity. By distinguishing among the educational process, public interpretation, and sustained contributions, the article argues that completing course assignments or achieving short-term visibility does not, in itself, demonstrate successful heritage transmission. It offers a conceptual framework for assessing the possibilities and limits of university labor education in public heritage interpretation.},
 year = {2026}
}

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TY  - JOUR
T1  - From Coursework Outputs to Public Heritage Interpretation: Mechanisms and Boundaries of University Labor Education in Grand Canal Heritage Transmission
AU  - Jingru Nie
AU  - Huihui Zhu
AU  - Hao Wang
Y1  - 2026/10/29
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DO  - 10.11648/j.her.20261105.20
T2  - Higher Education Research
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JO  - Higher Education Research
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EP  - 226
PB  - Science Publishing Group
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UR  - https://doi.org/10.11648/j.her.20261105.20
AB  - University labor education involving cultural heritage may contribute both to student learning and to forms of cultural expression intended for wider publics. Yet the conditions under which coursework outputs can become meaningful contributions to public heritage interpretation remain insufficiently explained. Taking the design of the “Revitalizing Historic Sites” project in the Zhenjiang section of China’s Grand Canal as a practice-based point of reference, this article undertakes theoretical integration and conceptual analysis informed by embodied cognition, place attachment, and people-centred heritage conservation. It examines the mechanisms and boundaries of university labor education in the interpretation of tangible, linear cultural heritage. The analysis suggests that problem-oriented task reframing can reposition heritage as an object of professional inquiry; embodied engagement and place-based interaction may create conditions for heritage understanding and attachment to place; and knowledge translation and public deliberation can enable coursework outputs to enter the public cultural sphere. At the organizational level, professionalization of labor content, project-based implementation process, curriculum integration of local resources, and public-oriented outcome expression must operate alongside the cross-cutting requirements of interpretive reliability, local reciprocity, and organizational continuity. By distinguishing among the educational process, public interpretation, and sustained contributions, the article argues that completing course assignments or achieving short-term visibility does not, in itself, demonstrate successful heritage transmission. It offers a conceptual framework for assessing the possibilities and limits of university labor education in public heritage interpretation.
VL  - 11
IS  - 5
ER  -

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Author Information

Jingru Nie

Jingjiang College, Jiangsu University, Zhenjiang, China

Contact Email

http://orcid.org/0009-0002-1793-9308
Huihui Zhu

Jingjiang College, Jiangsu University, Zhenjiang, China
Hao Wang

Jingjiang College, Jiangsu University, Zhenjiang, China

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APA Style

Nie, J., Zhu, H., Wang, H. (2026). From Coursework Outputs to Public Heritage Interpretation: Mechanisms and Boundaries of University Labor Education in Grand Canal Heritage Transmission. Higher Education Research, 11(5), 219-226. https://doi.org/10.11648/j.her.20261105.20

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ACS Style

Nie, J.; Zhu, H.; Wang, H. From Coursework Outputs to Public Heritage Interpretation: Mechanisms and Boundaries of University Labor Education in Grand Canal Heritage Transmission. High. Educ. Res. 2026, 11(5), 219-226. doi: 10.11648/j.her.20261105.20

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AMA Style

Nie J, Zhu H, Wang H. From Coursework Outputs to Public Heritage Interpretation: Mechanisms and Boundaries of University Labor Education in Grand Canal Heritage Transmission. High Educ Res. 2026;11(5):219-226. doi: 10.11648/j.her.20261105.20

Copy | Download

@article{10.11648/j.her.20261105.20,
  author = {Jingru Nie and Huihui Zhu and Hao Wang},
  title = {From Coursework Outputs to Public Heritage Interpretation: Mechanisms and Boundaries of University Labor Education in Grand Canal Heritage Transmission},
  journal = {Higher Education Research},
  volume = {11},
  number = {5},
  pages = {219-226},
  doi = {10.11648/j.her.20261105.20},
  url = {https://doi.org/10.11648/j.her.20261105.20},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.her.20261105.20},
  abstract = {University labor education involving cultural heritage may contribute both to student learning and to forms of cultural expression intended for wider publics. Yet the conditions under which coursework outputs can become meaningful contributions to public heritage interpretation remain insufficiently explained. Taking the design of the “Revitalizing Historic Sites” project in the Zhenjiang section of China’s Grand Canal as a practice-based point of reference, this article undertakes theoretical integration and conceptual analysis informed by embodied cognition, place attachment, and people-centred heritage conservation. It examines the mechanisms and boundaries of university labor education in the interpretation of tangible, linear cultural heritage. The analysis suggests that problem-oriented task reframing can reposition heritage as an object of professional inquiry; embodied engagement and place-based interaction may create conditions for heritage understanding and attachment to place; and knowledge translation and public deliberation can enable coursework outputs to enter the public cultural sphere. At the organizational level, professionalization of labor content, project-based implementation process, curriculum integration of local resources, and public-oriented outcome expression must operate alongside the cross-cutting requirements of interpretive reliability, local reciprocity, and organizational continuity. By distinguishing among the educational process, public interpretation, and sustained contributions, the article argues that completing course assignments or achieving short-term visibility does not, in itself, demonstrate successful heritage transmission. It offers a conceptual framework for assessing the possibilities and limits of university labor education in public heritage interpretation.},
 year = {2026}
}

Copy | Download

TY  - JOUR
T1  - From Coursework Outputs to Public Heritage Interpretation: Mechanisms and Boundaries of University Labor Education in Grand Canal Heritage Transmission
AU  - Jingru Nie
AU  - Huihui Zhu
AU  - Hao Wang
Y1  - 2026/10/29
PY  - 2026
N1  - https://doi.org/10.11648/j.her.20261105.20
DO  - 10.11648/j.her.20261105.20
T2  - Higher Education Research
JF  - Higher Education Research
JO  - Higher Education Research
SP  - 219
EP  - 226
PB  - Science Publishing Group
SN  - 2578-935X
UR  - https://doi.org/10.11648/j.her.20261105.20
AB  - University labor education involving cultural heritage may contribute both to student learning and to forms of cultural expression intended for wider publics. Yet the conditions under which coursework outputs can become meaningful contributions to public heritage interpretation remain insufficiently explained. Taking the design of the “Revitalizing Historic Sites” project in the Zhenjiang section of China’s Grand Canal as a practice-based point of reference, this article undertakes theoretical integration and conceptual analysis informed by embodied cognition, place attachment, and people-centred heritage conservation. It examines the mechanisms and boundaries of university labor education in the interpretation of tangible, linear cultural heritage. The analysis suggests that problem-oriented task reframing can reposition heritage as an object of professional inquiry; embodied engagement and place-based interaction may create conditions for heritage understanding and attachment to place; and knowledge translation and public deliberation can enable coursework outputs to enter the public cultural sphere. At the organizational level, professionalization of labor content, project-based implementation process, curriculum integration of local resources, and public-oriented outcome expression must operate alongside the cross-cutting requirements of interpretive reliability, local reciprocity, and organizational continuity. By distinguishing among the educational process, public interpretation, and sustained contributions, the article argues that completing course assignments or achieving short-term visibility does not, in itself, demonstrate successful heritage transmission. It offers a conceptual framework for assessing the possibilities and limits of university labor education in public heritage interpretation.
VL  - 11
IS  - 5
ER  -

Copy | Download