Integrating Feminist Pedagogy with Digital Innovation in Advertising Art Design Programs in Chinese Higher Vocational and Technical Education.

Abstract

Background: Introducing feminist pedagogy and digital innovation in advertising art design into programs is a key factor in making creators socially responsible. However, China's rigid curricula for higher vocational education and prevailing cultural conservatism do not aid the implementation of feminist education practices.

Aim: To understand how feminist pedagogy can be integrated with digital innovation in Chinese higher vocational and technical education's advertising art design program.

Method: A survey method with 350 participants from students with advertising art design majors was included.

Findings: Relatively low levels of feminist innovation and ideology are reported with relative progress in educational theories and theory application teaching. The study showed how feminist pedagogy improves students' competencies, indirectly, to produce more inclusive and gender-sensitive content in digital advertising, denoted as IGSDA competence. These competencies include critical thinking, creative confidence, and teamwork. However, a resistive syllabus, lack of technical expertise, and the broader cultural and political resistance form significant barriers to integrating the process.

Conclusion: The findings highlight that feminist pedagogy offers the dual potential of tackling gender sensitivity while providing important professional skills. Practical implications include curriculum change, faculty training, and the use of digital tools to bridge the gap between the theories of feminist pedagogy. Despite limitations such as reliance on survey data and statistical analysis, it laid the foundation for future studies for understanding the long-term effects of feminist pedagogy on student outcomes and industry practices.