The Level of Implementation of Online Education of Chinese Painting in Terms of Resources Investment in Junior High Schools

Abstract

This study focuses on the level of implementation of online Chinese painting education in terms of resources investment in junior high schools. Adopting a quantitative method, the research targets Chinese painting teachers and school administrators from five junior high schools in Jinan’s High-tech Zone, with a total of 130 respondents. Data were collected via an online questionnaire using a 4-point Likert scale, and analyzed through weighted mean calculations to assess implementation levels. The findings reveal that the overall implementation of online Chinese painting education is at a moderately implemented level (overall mean = 3.22). Among the key indicators, “abundant financial support from government or social organizations” (mean = 3.38), “specialized online Chinese painting teaching effect evaluation system” (mean = 3.35), and “online platforms for displaying and exchanging Chinese painting works” (mean = 3.27) are fully implemented, providing a solid foundation for online teaching. In contrast, “special online Chinese painting classrooms for teachers’ Chinese painting teaching” (mean = 2.92) is the lowest-rated indicator, indicating moderate implementation and room for improvement in dedicated teaching spaces and equipment. Based on the results, the study recommends maintaining current resource investment, strengthening teacher professional development, optimizing course design, and establishing regular monitoring mechanisms. These strategies aim to enhance the quality and sustainability of online Chinese painting education, facilitating the integration of traditional cultural heritage with digital technology in junior high school settings.