Exploring Daoist Principles for Personalized Learning and Adaptive Pedagogy in China: Fostering Whole-Person Growth
This study explores how Chinese principals incorporate Daoism’s five principles—self-awareness, self-cultivation, transcending ego, humble service, and doing the right things—into personalized learning and adaptive pedagogy to foster students’ whole-person growth. This research aims to understand the practical application, benefits, and challenges associated with integrating these principles within the educational context in China. A basic qualitative research design was employed to conduct one-on-one interviews with 24 principals, including 12 males and 12 females, across elementary, middle, and high school levels. Findings show that Chinese principals use three techniques to promote five Daoist principles in personalized learning associated with pedagogy for students’ whole-person growth. The three techniques are (1) inner exploration, (2) ego transcendence, and (3) ethical conduct. Findings discovered that Chinese principals face three challenges, including (1) cultural and institutional challenges, such as cultural misalignment; (2) teacher training and professional development, such as pedagogical training; and (3) assessment and accountability, such as standardized testing pressure. This study suggested three strategies to promote Daoist principles in personalized learning and adaptive pedagogy for students’ whole-person growth. The three strategies are (1) cultivating self-awareness and personal growth, (2) enhancing interconnectedness and collaborative learning, such as peer learning, and (3) promoting ethical conduct and holistic well-being. This study highlighted that principals use a balanced educational philosophy that harmonizes academic achievement with personal and ethical development in line with Daoist educational ideals. Future studies and recommendations are suggested.
Keywords: Principals, Personalized Learning, Adaptive Pedagogy, Holistic Education, Daoism, Leadership
