Shuqi Wang

Shuqi Wang

June 30, 2026

China’s multi-ethnic intermingled areas, Primary and secondary education, The sense of community for the Chinese nation, Cultural identity.

China’s multi-ethnic intermingled areas are not only important spaces for the interaction, communication, and integration of the Chinese nation, but also crucial fields for the formation and development of the sense of community for the Chinese nation. The primary and secondary school stage is a critical period for the formation of adolescent values and the construction of national identity. The cultivation of the sense of community for the Chinese nation in this stage is essentially a process of modern national identity generation within the context of basic education, as well as an intergenerational construction of the sense of community for the Chinese nation. This paper investigates the cultivation of the sense of community for the Chinese nation in primary and secondary schools located in China’s multi-ethnic intermingled areas from three dimensions: historical logic, practical challenges, and pathways of practice. The study suggests that the long historical process of multi-ethnic interaction, communication, and integration, the evolution of the pattern of “diversity in unity of the Chinese nation” (Zhonghua Minzu Duoyuan Yiti Geju), and the community values embedded in fine traditional Chinese culture provide a profound historical and cultural foundation for cultivating the sense of community. Meanwhile, cultural diversity, the diverse online trends of thought, and the challenge of coordinating local cultural identity with national identity constitute practical difficulties. This paper proposes that educational authorities in China’s multi-ethnic intermingled areas should adhere to the integration of cognitive construction, emotional immersion, and practical internalization, so as to continuously deepen the sense of community for the Chinese nation from knowledge-based cognition to value identification and behavioral recognition.

© 2026, the Authors. Published by ISCCAC

This is an open access article distributed under the CC BY-NC license