The Development of Drama Activities for Education to Promote Self-Confidence of Ethnic Girls in Leibo Qianwanguan School

Background and Aim: This study aims to design drama-based activities to enhance the self-confidence and communication skills of female adolescents in minority regions. Using drama education theories, the activities will focus on stage performance, role-playing, and expressive exercises to improve body awareness, language expression, and self-identity. The Initial Observation and Consultation (IOC) method will be used to evaluate the cultural relevance and effectiveness of the activities, addressing the specific challenges faced by female students in under-resourced areas like Daliangshan. The goal is to create a framework that promotes personal growth and empowerment through innovative, culturally sensitive drama activities. Materials and Methods: The activity design framework incorporates drama education strategies: (1) warm-ups and adaptation exercises to engage students, (2) role-playing and improvisational tasks to develop emotional expression, body awareness, and communication, and (3) group collaboration and performance activities to apply learning in social contexts. This study used the Index of Item-Objective Congruence (IOC) for expert validation, with five experts—drama educators, psychologists, and local education specialists—assessing content validity. The average IOC score was 0.96, with 87.5% of activities receiving a perfect score of 1.0, indicating high overall content validity. Additionally, three experts participated in focus group interviews, providing feedback on the scientific soundness, cultural relevance, and feasibility of the design. Their insights were analyzed through content analysis to identify key improvements. Results: The majority of activities were fully aligned with the intended learning outcomes, with minor revisions made based on expert feedback. Focus group feedback highlighted the potential of the activities to enhance confidence and communication skills among minority adolescent girls. Conclusion: This study designed and implemented Drama in Education (DiE)-based activities to enhance the self-confidence and communication skills of ethnic minority girls at Leibo Qianwanguan Middle School. Focus group interviews revealed that the activities effectively promoted self-expression, social interaction, and confidence. These results suggest that a validated and culturally responsive DiE framework can serve as a replicable model for supporting the psychological and educational development of marginalized adolescent girls in minority regions.