The international academic community has a long-standing tradition of discussing student management and experiential education in higher education. Originating from Dewey’s concept of “learning by doing,” experiential learning theory emphasizes the internalization of knowledge and cognitive development through direct experience (Marougkas et al., 2023). Service-learning, which evolved from this foundation, integrates community service with academic curricula (Wei, 2023) and is widely regarded as an effective pathway for cultivating students’ civic responsibility, social skills, and critical thinking. Furthermore, the theory of communities of practice (Goodchild, 2014) highlights that learning is a process of social participation, wherein individuals construct identity and a sense of belonging within shared practical activities.

While these theories provide a crucial cornerstone for understanding the practical components of education, their research contexts present discernible limitations. Firstly, existing theoretical paradigms have largely emerged and developed within Western individualistic cultural frameworks, prioritizing the cultivation of individual potential and critical awareness. Consequently, they offer insufficient exploration of education’s structural role in shaping national identity and promoting cultural integration. Secondly, although “service-learning” and “labor education” share formal similarities, labor education within international academic discourse is often narrowly defined as “vocational skills” (Schulz et al., 2023) training or livelihood education. Its multifaceted function as a comprehensive educational vehicle, particularly in linking cultural heritage, identity construction, and social governance, has not received adequate attention or theoretical elaboration. This theoretical myopia limits its explanatory power for educational practices in specific regions of non-Western, multi-ethnic nations.

Despite the widespread application of experiential learning and service-learning theories in educational psychology, comprehensive psychological research still lacks a systematic exploration of the mechanisms underlying the internalization of responsibility and identity construction in “labor education.” This is particularly true regarding studies on individual psychological transformation processes in cross-cultural and multi-ethnic educational contexts. This study explicitly contrasts the theoretical differences between service learning, experiential learning, and the present research.

Within the macrocosm of global educational research, organizations like UNESCO advocate for education to foster global citizenship, sustainable development, and intercultural understanding (Akçay et al., 2024). Against this backdrop, experiential learning theory, originating from Dewey’s “learning by doing” philosophy, and its subsequent development into the service-learning model, have been widely recognized globally as effective pathways for cultivating students’ social responsibility (Ruan, 2025), critical thinking, and community engagement skills. Service learning emphasizes the integration of academic study with organized community service (Álvarez-Vanegas et al., 2024), aiming to achieve the dual objectives of societal contribution and learner development (McKinnon et al., 2017). This necessitates a paradigm shift not only in traditional educational philosophies and models but also, through a process of value clarification and situational analysis, the cultivation of innovative spirit within students’ burgeoning sense of responsibility (Qi, 2023). Concurrently, theoretical discussions on “communities of practice” posit that learning is inherently a social participation, wherein individuals construct knowledge and identity through shared practical activities.

However, mainstream global academic discourse is rooted in the Western individualistic tradition, with a primary focus on stimulating personal potential and critical consciousness (Shin and Rubio, 2022). This discourse exhibits a deficiency in exploring the structural functions of education in multi-ethnic nations, such as the construction of national identity and cultural integration. Labor education in international literature is often narrowly defined as “vocational skills training” (Iliescu et al., 2025), failing to fully theorize its comprehensive educational function in linking cultural inheritance, identity formation, and social governance. This theoretical limitation renders existing research less explanatory when interpreting educational practices in plateau frontier regions with unique geographical, cultural, and political contexts, such as Xizang in China.

The academic concerns within Xizang higher education exhibit a distinct duality, reflecting a profound understanding of management practices and the cultural adaptability of educational content, emphasizing the imperative to respect the cultural psychology and local knowledge systems of multi-ethnic students. Research in Xizang universities is also deeply embedded within its specific national context, carrying the unique mission of integrating the concept of “Forging a Strong Sense of Community for the Chinese Nation” (Zhang, 2023) throughout the entire educational process. This reflects the universal phenomenon of education serving social integration goals within particular political and cultural contexts. Despite global theoretical discussions and localized policy concerns, significant research gaps remain. Specifically, empirical studies within multi-ethnic educational settings are lacking in the domains of labor education and educational psychology, which are crucial for elucidating the dynamic processes through which labor education, via its mechanisms, promotes the internalization of responsibility, identity formation, and cultural adaptation.

Compared to the internationally accepted theories of “service learning” and “experiential learning,” this study focuses on: (1) Situating labor education within a multi-ethnic, multicultural governance context, revealing its function as a “socio-educational governance mechanism” rather than merely focusing on individual development; (2) It empirically uncovers the psychological mechanisms through which labor education fosters responsibility internalization, identity formation, and cultural adaptation, filling a gap in educational psychology regarding psychological transformation processes within multi-ethnic educational settings; (3) It proposes a progressive model of “from action to identity,” offering a new theoretical perspective for understanding labor education’s role in promoting social cohesion and community consciousness construction.

Current research on student management and labor education in Xizang universities largely remains at the institutional and policy explication level, lacking analytical frameworks that can systematically dissect individual psychological experiences and their interplay with social structures. A significant disconnect exists between mainstream international educational theories and the contextual realities of Xizang practice. Predominant theoretical paradigms in experiential learning, service learning, and related fields, largely originating from Western individualistic cultural backgrounds (Thobani, 2018), primarily focus on cultivating students’ critical thinking (van Peppen et al., 2021), personal potential, and social engagement capabilities (Corazza and Glăveanu, 2020), and mass schooling facilitated nation-building within the modernization process (Tao, 2023). However, when these theories are transplanted into the unique milieu of Xizang—a region characterized by its high-altitude geography, frontier location, multi-ethnic culture, and a special mission of political integration—their explanatory power becomes constrained. They struggle to fully account for how labor education in this context transcends individual development to effectively serve macro-structural functions such as cultural integration, the construction of national identity, and even the cohesion of frontier societies. This limitation in theoretical perspective creates blind spots in the international academic community’s understanding of educational practices in non-Western, multi-ethnic regions and prevents the distinctive educational explorations within Xizang universities from being adequately integrated into global educational discourse.

A discernible rupture exists between macro-level policy directives and micro-level individual experiences. Existing studies predominantly adopt a top-down perspective, concentrating on textual interpretations of national educational policies, particularly the requirements for labor education within the “cultivating virtue and nurturing talent” and “five-pronged education” (Yuan, 2023) initiatives. However, these studies often fall short in revealing the complex interactions that occur when these macro-level policies are implemented at the grassroots level in Xizang universities, particularly in relation to specific campus conditions, faculty, and student demographics. How are uniform policy requirements executed, adapted, or even circumvented in universities with varying resource endowments? How do students and faculty, as the ultimate recipients of these policies, understand, perceive, and respond to them? How is their agency manifested within the interstices of the system (Tu and Sun, 2025)? These dynamic, vibrant, and tension-filled processes of “policy practice” are not adequately represented in current research.

A decoupling is evident between the description of educational practices and the in-depth exploration of theoretical underpinnings. While numerous studies document the forms and content of labor education in Xizang universities, most remain at the level of activity description and experience summarization (Cheng, 2023), failing to engage in systematic, in-depth dialog between rich practical experiences and core sociological and educational theories such as identity formation, educational equity, cultural capital, and multicultural education. For instance, how does labor education serve as a field for students, particularly minority students, to negotiate their cultural identities, regional affiliations, and their sense of belonging to the Chinese nation? Do current management practices and educational resource allocations serve to dismantle or reproduce certain structural inequalities? Existing research lacks robust analytical tools and a conscious effort toward theoretical construction to address these deeper theoretical questions. Furthermore, current research has not, from a psychological or educational psychological perspective, elucidated how labor education in multi-ethnic university settings fosters a sense of responsibility, cultural identity, and belonging through emotional resonance and social interaction, nor has it provided a systematic analysis of its psychological construction mechanisms.

This study introduces three interconnected theoretical threads that collectively form the framework for subsequent data analysis. (1) Grounded in the theory of experiential education, and focusing on the processes of embodied learning, knowledge construction, and value formation within labor education, this research examines labor education as a practical activity, emphasizing its inherent processes and experiences. (2) Identity and belonging theories are crucial for deepening our understanding. They direct this study to explore: Within the multi-ethnic plateau environment, how does labor education become a space for students to engage in individual identity exploration and cultural negotiation? (Du and Wang, 2022). How does it influence students’ sense of identity and belonging to themselves, regional cultures, and even the Chinese nation? (Kandiko Howson and Lall, 2022). (3) Theories of educational equity and cultural diversity provide value orientation and critical perspectives. Do current management and educational practices replicate structural inequalities, or do they genuinely promote cultural inclusion and equitable participation? This helps this study move beyond superficial cultural adaptation to a deeper concern for cultural symbiosis and equitable empowerment.

Through the intertwining of these three theoretical threads, this study reconceptualizes labor education in China’s Xizang Plateau, border, and multi-ethnic regions as a multidimensional governance and integration mechanism—encompassing pedagogical practice, cultural practice, and governance practice that promotes social cohesion. This framework not only powerfully addresses the aforementioned theoretical gaps but also ensures that the research findings can engage in broader international academic discourse, facilitating a leap from regional case studies to theoretical insights (Figure 2).

This study employed a qualitative research approach, consistent with social science methodologies that focus on identifying and interrelating recurring themes within individual perceptions as revealed through language and communication (Yang, 2024). Utilizing purposive maximum variation sampling (Liu et al., 2025), we selected participants for semi-structured interviews. These interviews aimed to gather diverse perspectives from undergraduate and graduate students, faculty, and experts in the field within the plateau region. The objective was to explore their views, experiences, and practical strategies concerning the design, implementation, and challenges of labor education in higher education institutions on the plateau. Through this interview design, we sought to comprehensively elicit current student perceptions and cognitions of labor education, faculty practices and challenges, policy formulation and execution, and the profound experiences of university students across different age groups regarding labor education in the plateau region. The study intends to delve into a deep understanding of the actual conditions, challenges, and proposed countermeasures for labor education in higher education institutions within China’s Xizang Autonomous Region, as perceived by undergraduate and graduate students, university faculty, and subject matter experts.

Prior to the commencement of interview data collection for this study, securing informed consent from all participants and obtaining relevant ethical approval were critical steps. This research strictly adhered to the ethical norms of academic inquiry, ensuring the legality and ethical integrity of the research process. Before inviting participants to engage in interviews, the research team provided each potential respondent with a detailed explanation of the study’s objectives, methodologies, anticipated outcomes, and potential risks. This explanation ensured that participants could make a voluntary decision to participate based on a full understanding of the research content. Concurrently, the research team informed participants of their right to withdraw from the study at any time without incurring any adverse consequences. Upon receiving explicit consent from participants, the research team executed written informed consent forms with each individual. These forms documented the participants’ understanding of the research content and their agreement to participate, alongside detailed assurances from the research team regarding the protection of participants’ privacy and data. The signing of these consent forms established a clear legal framework between the research team and the participants, providing legal assurance for the smooth progression of the study.

Furthermore, this study rigorously complied with the requirements of the Declaration of Helsinki (Association, 2013). Prior to the formal interviews, we obtained official approval from the Institutional Review Board of Xizang Agricultural and Animal Husbandry University and accordingly, an ethics review approval letter (Approval No.: 2025-XZNM-0058) was issued. The Ethics Review Board conducted a comprehensive review of the research protocol, encompassing the reasonableness of the research objectives, the scientific rigor of the research methodology, and the measures for participant protection, among other aspects. Only after receiving approval from the Ethics Review Board did the research team formally commence the collection of interview data. This step ensures the ethical compliance of the study and provides a significant safeguard for the reliability and validity of the research findings.

The participants for this study were recruited using purposive maximum variation sampling. The interviews were conducted between August 28 and September 26, 2025. A total of 34 participants from diverse backgrounds were invited, including: three undergraduate students from different disciplines (Business Administration, Law, and Computer Science and Technology) in their 2023–2025 academic years at University A located in the Xizang Plateau, border, and multi-ethnic regions. Additionally, two postgraduate students in Applied Economics (Class of 2025) and two experts specializing in research on the “sense of community of the Chinese nation” were included. From University B we recruited one undergraduate student in Management (Class of 2023), one undergraduate student in Accounting (Class of 2024), two postgraduate students in Education (Class of 2024), two faculty members from the medical school, and relevant administrative leaders. University C contributed five undergraduate students from various majors (Ecology, Energy and Power Engineering, Animal Science, Tourism Management, and Plant Protection) in their 2022–2025 academic years. Furthermore, two postgraduate students in Preventive Veterinary Medicine (Class of 2022) and three students in Resource Utilization and Plant Protection (Class of 2024) participated. The group also included two full-time labor education instructors, the director of the Ideological and Political Education Research Office, and three frontline counselors. These participants represented a wide array of academic disciplines, professional fields, and work environments, ensuring the breadth and diversity of the research findings. All participants voluntarily engaged in this study. Prior to the interviews, participants were thoroughly briefed on the research objectives and potential implications (Rodrigues and Verstraten, 2021). This study employed purposive maximum variation sampling, continuously collecting data until no new core themes emerged from subsequent interviews. During interviews, each segment was analyzed immediately and compared with existing data. After reaching eight teacher participants, the subsequent three interviews only enriched existing themes without introducing new ones, prompting the cessation of teacher data collection. Student data collection involved 10 undergraduate and 9 graduate student interviews. Significant differences in experiences were found across grade levels and majors, but no new core themes emerged, leading to the termination of student data collection. Expert and teacher sample sizes were determined based on representativeness within their respective fields. Overall, the sample of 34 participants adequately captured diverse perspectives from Tibet’s plateau, border regions, and multi-ethnic areas, ensuring research depth and diversity. During the data collection phase, essential information such as age, gender, academic background, and years of work experience was recorded and subsequently anonymized for analytical purposes.

This study systematically designed interview questions based on an integrated theoretical framework developed through a literature review, ensuring a close alignment between data collection and theoretical dimensions. Practice education theory served as the foundational perspective (Jiménez and Ramírez, 2024), emphasizing the embodied learning characteristics of labor. Consequently, the interview questions focused on examining the practical processes and student experiences within labor education. For instance, participants were asked to describe memorable labor experiences and their associated feelings to elucidate the unified shaping mechanism of knowledge, skills, and values. Identity and belonging theories provided a deepening perspective, focusing on the identity construction functions of labor education. The corresponding questions explored how participation in labor influences students’ perceptions and emotional changes regarding national identity, regional belonging, and the sense of community of the Chinese nation, thereby revealing its role as a field for identity negotiation. Theories of educational equity and cultural diversity offered a critical lens (Foster et al., 2023), guiding attention to issues of fairness and inclusivity in practice. Related questions investigated differences in participation opportunities and resource acquisition among students from various backgrounds in labor education, as well as the extent to which the curriculum content reflects cultural diversity, scrutinizing structural equity issues. The three theoretical frameworks guiding this study informed the design of interview questions, coding decisions, and interpretations. Specifically: (1) The theory of practice-based education directed our focus on the embodied nature of labor learning, prompting coding to emphasize details of labor experiences, emotional responses, and cognitive shifts; (2) Identity and belonging theory guided analysis of labor education’s impact on students’ perceptions and emotions regarding ethnic identity, regional belonging, and awareness of the Chinese national community, with coding focusing on themes like identity negotiation and cultural belonging; (3) Educational equity and cultural diversity theory aided examination of fairness and inclusion in practice, with coding emphasizing themes like disparities in resource access and cultural expression. Through systematic theoretical guidance, we avoided parallel presentation of frameworks, instead integrating them organically into the analytical process. By operationalizing these three theoretical threads into specific interview question dimensions, this study achieved a systematic integration of the theoretical framework and empirical data, laying a solid foundation for an in-depth analysis of the complex interplay of labor education across practice, identity, and equity dimensions.

The semi-structured interview guide for this study was reviewed by five domain experts and finalized after three pilot interviews (Appendix 1). Each interview lasted approximately 45 min. The interview protocols for each participant group were meticulously designed to encompass inquiries across multiple dimensions, including student management and personal experiences, academic development and educational practices, educational administration and faculty roles, and institutional-level and educational development aspects. To ensure the comprehensiveness and accuracy of the data, all interviews were audio-recorded. Following the interviews, the recordings were transcribed verbatim to capture every detail of the dialog, facilitating subsequent in-depth analysis.

In this study, the data analysis process adhered to the theoretical framework and methodology of qualitative analysis proposed by Braun and Clarke’s (2006) and Craver (2014), and Ralf Buckley’s 10-step qualitative research analysis method. A three-level coding process was employed to progressively refine thematic issues pertinent to student management and educational practices (Skjott Linneberg and Korsgaard, 2019). To ensure coding consistency, this study employed a three-stage coding process, establishing a rigorous inter-coder reliability mechanism. Initially, five researchers independently conducted open coding to generate preliminary coding tables. Subsequently, the research team convened coding meetings to discuss any discrepancies, reaching consensus through collective deliberation and referencing the theoretical framework. For codes where agreement could not be reached, an iterative “code-discuss-recode” process was implemented until all coders achieved over 90% agreement. Finally, a highly experienced coder, the principal investigator, performed the final review. Throughout the coding process, a total of 16 divergences were identified; 85% were resolved through group discussion, and the remaining 15% were settled by consulting the theoretical framework. This mechanism ensures the rigor of the coding process and the reliability of the findings.

During the data collection phase of the interviews, to rigorously ensure the credibility of this research, we implemented a multi-faceted approach: (1) Employing triangulation to enhance data reliability by collecting diverse sources from distinct participant groups, namely students, educators, and domain experts; (2) Validating emergent findings through member checking, where preliminary analytical outcomes were shared with select participants to ascertain their accuracy; (3) Mitigating researcher bias by maintaining a reflective journal to document subjective judgments and potential influences throughout the analytical process; (4) Fostering analytical objectivity and consistency via regular discussions within the research team. Collectively, these methodological safeguards underpin the trustworthiness, dependability, and confirmability of our study. We continued conducting interviews until theoretical data saturation was achieved. Our predefined criterion for data saturation was established as the point where newly acquired interview data on labor education no longer yielded new core themes or concepts, and the supplementation to existing themes and concepts was minimal (Braun and Clarke, 2019). In practice, as the interviews progressed, we analyzed the content of each interview in real-time and compared the localized and culturally inherited themes and concepts of labor education from new interview data with those already collected. For instance, in interviews with university faculty, after interviewing eight participants, we observed that the subsequent three consecutive interviews with teachers yielded information that primarily enriched existing themes rather than introducing new core themes. These themes focused on “faculty role positioning, cultural mediation,” and “student engagement, identity construction,” but no novel core themes emerged. Following discussion and evaluation by the research team, we determined that data saturation regarding faculty positioning had been achieved, and thus ceased data collection for faculty roles and positioning. This approach ensured the comprehensive acquisition of necessary and valid information while preventing unnecessary resource expenditure.

To ensure the effective implementation of interviews, we recognized the critical importance of interviewer reflection. Consequently, the interviews in this study were conducted by Fei Liu and Xintang Li both of whom possess research, learning, and practical experience in university student management and labor education, and have undergone professional training in interviewing techniques. Throughout the interview process, interviewers maintained a neutral and objective stance. Concurrently, they actively reflected on the influence of their own roles and behaviors on the interviews (Gesch-Karamanlidis, 2015). During the interviews, particularly when addressing sensitive questions, interviewers meticulously considered the appropriateness of their questioning methods and the potential for eliciting specific responses from interviewees. Subsequently, they would adjust their interview strategies accordingly to ensure the collection of authentic and objective information (Elliott, 2018). This study’s investigators are researchers in the field of student management and labor education within higher education institutions. Their insider perspective presents both an advantage and a challenge. While our intimate understanding of the Tibetan higher education environment and management culture offers valuable context, it also carries the risk of influencing data interpretation. We acknowledge the inherent power dynamic between researchers and participants, where we represent academia and participants represent institutional management. To mitigate this, we have implemented several strategies: (1) Prior to interviews, participants were fully informed about the study’s objectives and our role as academic researchers, explicitly stating that the interviews were not evaluative. (2) We maintained neutrality throughout the interview process, actively avoiding leading questions. (3) Reflexive journaling was employed to document observed power dynamics during interactions. (4) External experts familiar with Tibetan culture were engaged to participate in the analysis, providing an objective viewpoint. We specifically considered how to approach the sensitive topic of administrative rigidity, aiming to prevent participants from feeling scrutinized or accused, thereby fostering genuine expression of their experiences.

This study obtained rich primary data through in-depth interviews with 10 undergraduate students, 9 graduate students, 8 university faculty members, and 7 experts. Among the 34 participants, 21 were male and 13 were female, a gender ratio that to some extent reflects the current gender structure in some subject areas within Xizang higher education institutions in China (Table 1). In terms of age distribution, 13 participants were between 18 and 28 years old, primarily undergraduates and junior graduate students; 14 participants were between 29 and 39 years old, mainly young faculty, counselors, and some doctoral students; 4 participants were between 40 and 49 years old, mostly senior faculty or middle managers; and 3 participants were between 50 and 59 years old, predominantly domain experts and senior administrators (Table 2). The uniform distribution of participants in terms of identity, educational background, age, and gender effectively ensured the diversity of the research sample, laying a solid foundation for understanding the complexity of student management and labor education in Xizang from multiple perspectives, thereby enhancing the reliability of the research findings.

This study transcribed over 15 h of interview recordings verbatim, resulting in approximately 60,000 words of textual data. Data analysis strictly followed Braun and Clarke’s (2006) six-phase thematic analysis method, augmented by a three-level coding process.

This study reveals the deep-seated pathways of labor education’s impact from a psychological mechanism perspective, which can be summarized as a progressive psychological chain: “labor education - emotional resonance - internalization of responsibility - formation of cultural identity.” First, labor education sparks emotional resonance through embodied participation. Students generate intense emotional experiences during labor, transforming abstract labor values into concrete feelings. Second, this emotional resonance promotes the internalization of responsibility. Students transition from being required to labor to proactively assuming responsibility, shifting their values from external normative constraints to internal psychological drivers. Finally, this internalized sense of responsibility extends into cultural identity. When labor practices are integrated with local culture and traditional festivals, students develop cross-cultural emotional connections and a sense of belonging through collective labor. This psychological chain reveals that labor education is not merely a teaching activity but a profound process of psychosocialization. It offers a new theoretical perspective for understanding the socialization and identity construction of students in multi-ethnic universities within the context of cultural diversity.

The findings of this study resonate with, and importantly, diverge from and advance upon, existing research both domestically and internationally. These distinctions primarily stem from the unique theoretical perspectives, methodologies, and research subjects employed herein. Firstly, this study corroborates several propositions advanced by prior scholarship. The foundational role of labor education in cultivating students’ practical skills and sense of responsibility aligns with domestic consensus (Corson, 1985). As an effective experiential learning modality, it resonates with the core tenets of teaching, learning, and doing emphasized in international “service-learning” and “experiential learning” frameworks (Blackburn, 2005). Furthermore, our observation of students’ resistance to managerial rigidity and their yearning for autonomy echoes the universal demand for personalized development in higher education globally (Raaper, 2021). This study meticulously delineates empirical findings, interpretive extrapolations, and policy-oriented arguments, calibrating each class of assertion appropriately. Empirical conclusions are rigorously substantiated by data and facts. Interpretive extrapolations are clearly demarcated as inferential. Policy-oriented arguments, in turn, propose actionable recommendations predicated on the research outcomes. While certain interpretive extrapolations retain an exploratory character, the explicit categorization of assertion types effectively ensures the rigor and normative compliance of the argumentation.

However, within the unique context of China’s Xizang, border, and multi-ethnic plateau regions, this study unveils deeper insights that transcend current research paradigms. The divergence lies in several key areas. International “service-learning” and “experiential learning,” often rooted in Western individualistic cultures, place a particular emphasis on the role of the instructor (Chang, 2020). Through embodied communal labor and cultural integration practices, it serves as a micro-governance mechanism that fosters the construction of national identity and promotes social cohesion. Concurrently, compared to the majority of domestic research that predominantly focuses on policy interpretation or activity descriptions, our study, employing a bottom-up qualitative approach, vividly portrays students’ ambivalent attitudes toward management systems and the multifaceted role of educators as cultural mediators navigating the tensions between macro-level policies and micro-level practices. These dynamic, embodied interaction processes have not been adequately captured by existing macro-level studies.

The foundational divergence of this study stems from its integrated theoretical framework, which synergizes theories of practice education, identity, and educational equity with rigorous qualitative research methodologies. This approach allows us to move beyond generalized policy statements and acutely discern the specific governance logics and deep cultural interaction mechanisms inherent in educational practices within unique geographical, cultural, and political contexts.

Despite our diligent efforts to conduct a thorough and rigorous investigation, this study acknowledges several limitations. (1) Sample Representativeness and Generalizability Limitations. Our study employed purposive sampling, prioritizing the richness and depth of information over statistical representativeness. While all participants were recruited from universities in Xizang Plateau, border regions, and multi-ethnic areas, ensuring a diverse sample, our findings may not fully capture the situation across all higher education institutions in these regions, nor can they be directly generalized to other ethnic minority regions in China’s frontiers. Variations in resources, history, and traditions among different institutions could influence the specific models of student management and labor education practices. (2)Timeliness and Subjectivity of Interview Data. The data was collected at a specific point in time, reflecting perceptions and experiences within a particular policy cycle and practice phase. Educational policies and practices are dynamic; thus, the timeliness of our conclusions warrants future validation. Furthermore, interview data relies on participants’ self-reports, inherently carrying subjectivity and recall bias. Although we employed triangulation (comparing perspectives from different groups) to enhance objectivity, complete avoidance of these issues was not possible. (3) Potential Cultural Understanding Gaps. While the research team strived for cultural sensitivity and included members familiar with local cultures, as external researchers, our understanding of the deeper cultural nuances in Xizang Plateau, border regions, and multi-ethnic areas may be incomplete. This cultural distance could impact the precise interpretation of the cultural logic underlying certain interview content. (4) Lack of Longitudinal Tracking and Quantitative Supplementation. As a cross-sectional qualitative study, this research illuminated phenomena, mechanisms, and tensions, but could not establish causality between labor education and factors like student identity or sense of responsibility, nor could it depict the dynamic trajectories of these factors over time. The absence of quantitative data to support policy effects or resource allocation meant that discussions on “resource bottlenecks,” for instance, remained at a qualitative descriptive level.

Future research directions aim to deepen and expand upon our findings: (1) Conduct Longitudinal Tracking Studies. We plan to conduct follow-up interviews over 2–3 years with a subset of students from universities in Xizang, border regions, and multi-ethnic plateau areas. This will allow us to explore shifts in their perceptions of management systems across different stages of their academic careers and investigate the long-term impact of labor education on their identity formation and career choices, thereby revealing the dynamic efficacy of educational practices. (2) Undertake Cross-Regional Comparative Research. We intend to conduct similar research in universities within other ethnic regions, such as Qinghai, Xinjiang, and Inner Mongolia. Through comparative analysis, we aim to discern the uniqueness of the experiences on the Xizang Plateau, border regions, and multi-ethnic plateau areas, as well as identify common patterns in university governance across ethnic regions. This will enhance the universality and explanatory power of our theoretical framework. (3) Employ Mixed-Methods Research. In subsequent studies, we will design large-scale questionnaire surveys to quantitatively measure core variables identified in our findings (e.g., management satisfaction, perceived effectiveness of labor education, strength of Chinese national identity). This quantitative data will complement and validate our qualitative findings, constructing a more comprehensive and persuasive evidence chain. (4) Deepen Action Research and Collaboration. We aspire to establish more profound collaborative relationships with universities in Xizang Plateau, border regions, and multi-ethnic plateau areas. Transitioning from being mere “researchers” to “collaborative actors,” we aim to jointly design and evaluate labor education programs or management optimization strategies that are more locally appropriate, based on our research findings. This will directly channel academic research into improving local educational practices.

This study reveals that student management in universities within Xizang, border, and multi-ethnic plateau regions of China is a complex process that seeks creative balance through the triple interaction of macro-level policies, meso-level organizations, and micro-level individuals. (1) Students exhibit a pervasive “ambivalent mindset” toward management systems. While they rationally acknowledge the system’s necessity as a “safeguard” for maintaining campus order and ensuring cross-cultural fairness, they emotionally and practically feel helpless and resistant due to the limitations placed on their personal autonomy by rigid and excessive enforcement, calling for a more flexible and trust-based management philosophy. (2) Labor education demonstrates “multi-dimensional educational functions” beyond mere skills training. Through embodied experiences, it serves as a catalyst for students to internalize a sense of responsibility. When integrated with local cultural traditions, it becomes a crucial arena for the younger generation to construct cultural identities and strengthen regional belonging, ultimately sublimating into a vibrant crucible for forging a strong sense of community among the Chinese nation. (3) The role of teachers is undergoing a profound “composite transformation.” They are evolving from traditional authorities on knowledge and managers into equal academic partners and growth mentors. Particularly in multicultural settings, they function as indispensable “cultural intermediaries,” building bridges of communication between “tradition” and “modernity” to promote deeper cultural integration. (4) The implementation of national policies universally encounters “structural tensions.” This is most prominently reflected in the misalignment between “top-level design” and “grassroots resource provision,” as well as the incompatibility between “unified requirements” and “local characteristics.” There is a strong call from the grassroots for the establishment of effective two-way feedback mechanisms to achieve refined local adaptation of policies.