Cultural Integration and Curriculum Governance in Religious Institutes: An Educational Governance Perspective

Qingyuan; Huiru; Nengcheng

doi:10.62177/chst.v3i1.1054

Authors

Ven. Qingyuan Lingyanshan Branch, Buddhist Academy of China
Ven. Huiru Lingyanshan Branch, Buddhist Academy of China
Ven. Nengcheng Lingyanshan Branch, Buddhist Academy of China

DOI:

https://doi.org/10.62177/chst.v3i1.1054

Keywords:

Cultural Integration, Religious Institutes, Curriculum Governance, Educational Governance, Institutional Practice

Abstract

Cultural integration has become an increasingly important dimension of educational reform in contemporary religious institutes. As the core carrier of educational objectives, curriculum structure and teaching operation mechanisms play a decisive role in translating cultural values into everyday educational practice. However, in many institutes, cultural integration remains insufficiently embedded in curriculum governance, resulting in fragmented implementation and limited institutional coherence.
From the perspective of educational governance, this study examines how cultural integration can be systematically incorporated into curriculum design and teaching operation mechanisms. Drawing on policy analysis, educational governance theory, and observation of curriculum practice, the paper analyzes the internal logic, practical challenges, and institutional conditions shaping curriculum governance. The paper argues that effective cultural integration requires coordinated curriculum structure, stable governance mechanisms, and process-oriented teaching management rather than isolated curricular adjustments.
By focusing on curriculum governance as an institutional process, this study contributes to discussions on cultural integration, educational governance, and the humanistic dimensions of institutional practice, offering a governance-oriented analytical framework relevant to education reform and institutional development in diverse cultural contexts.

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