Development of Training Program Management Model on Inheritance of Filial Piety Culture for Chinese Students in Hubei, China

Background and Aim: Filial piety culture stands as a cornerstone of Chinese civilization, deeply embedded in its historical and social fabric. Despite extensive scholarly examination of this cultural phenomenon, a notable gap exists in developing systematic approaches for its transmission to younger generations in modern educational contexts. The challenges of urbanization and technological advancement necessitate structured approaches to cultural education that connect traditional values with contemporary realities. This study addresses this gap through three objectives: (1) to investigate the needs of students and teachers, and school administrators on the training program on inheritance of filial piety culture for Chinese students in Hubei Province; (2) to develop a training program management model for such training programs; and (3) to evaluate the model's effectiveness through practical implementation. By addressing these objectives, this research aims to provide a validated framework for cultural inheritance education that preserves traditional values while resonating with contemporary students. Materials and Methods: The study employed a mixed-methods approach across six dimensions organized into three aspects: Input, Process, and Output. Data were collected through questionnaires administered to 232 students and 23 teachers, utilizing a Likert five-point scale. Analysis methods included descriptive statistics, reliability testing using Cronbach's alpha, and paired sample t-tests for pre-test and post-test comparisons. Expert consultation through focus groups guided model development, with implementation testing conducted with 30 students. Results: Both students and teachers reported inadequate current training provisions (Student Mean = 1.12, S.D. = 0.39; Teacher Mean = 1.18, S.D. = 0.42) while expressing high expectations for comprehensive programs (Student Mean = 4.60, S.D. = 0.73; Teacher Mean = 4.46, S.D. = 0.72). The developed system approach management model integrates three components—Input, Process, and Output—with the PDCA cycle as its core mechanism. The implementation resulted in significant improvement in students' knowledge and practical abilities, with post-test scores (Mean = 57.66) substantially higher than pre-test scores (Mean = 27.50), yielding a statistically significant difference (t = -49.42, p < 0.001). Conclusion: The system approach management model developed in this study effectively addresses the significant gap between current provisions and expectations for filial piety culture inheritance training. Its successful implementation demonstrates the model's potential for systematic cultural transmission while accommodating modern educational needs. The model offers a structured framework for preserving critical cultural values within contemporary educational settings, with implications for cultural inheritance education beyond the specific context of filial piety culture.