Bridging Cultural Cognition and Engagement: Arabic Calligraphy among Chinese University Students

Abstract

This study examines Chinese university students’ cognitive knowledge and engagement with Arabic calligraphy through the lenses of Cultural Schema Theory and Diffusion of Innovations Theory. A standardized questionnaire was distributed to 100 students, yielding 55 valid responses. Descriptive statistics and exploratory factor analysis were employed to investigate students’ cultural cognition, symbolic interpretation, and willingness to participate in calligraphy-related activities. The findings indicate that, while most students are aware of Arabic calligraphy through cultural lectures and online media, their understanding remains cursory and fragmented, with limited comprehension of its symbolic and historical significance. More than half of the participants expressed an interest in engaging in calligraphy activities; however, perceived complexity, language barriers, and a lack of contextual understanding were identified as major challenges. This research highlights the gap between passive exposure and genuine cultural assimilation. It argues that integrating structured calligraphy instruction, interactive learning experiences, and targeted institutional support may enhance cultural schema activation while reducing perceived barriers to participation. Despite its small sample size, this study provides empirical insights for universities seeking to strengthen intercultural competence and promote the preservation of Arabic calligraphy as an important cultural resource.