An analysis of the coordinated development path of classical literature and higher education under the background of Chinese traditional culture

Abstract

Abstract

This study investigates the synergistic development pathways between classical literature and higher education within the context of Chinese traditional culture. Employing a mixed-methods approach, data were gathered from university archives, literature databases, surveys, and interviews to facilitate a comprehensive analysis. The integration of classical literature in higher education was examined using descriptive statistics, correlation analysis, regression analysis, factor analysis, and qualitative thematic analysis. The findings reveal a significant positive correlation between the number of classical literature courses and student academic performance and satisfaction. Multiple regression analysis identified the number of courses, faculty expertise, curriculum design, and student engagement as pivotal factors influencing student satisfaction. Factor analysis delineated underlying dimensions of the integration process, while qualitative insights underscored the cultural relevance, academic rigor, and personal growth associated with classical literature. Chi-square tests confirmed the independence of categorical variables related to course type and faculty expertise. Model validation via cross-validation techniques demonstrated acceptable performance, with an RMSE of 0.18. These results offer a robust framework for understanding and enhancing the integration of classical literature in higher education within the Chinese cultural context.