Experiential Teaching in Vocational College Marketing Education: A Systematic Analysis of Pedagogical Applications and Learning Outcomes

Abstract

The New Liberal Arts initiative repositions the humanities not as isolated fields of inquiry but as dynamic, problem-oriented domains that engage with scientific reasoning, technological literacy, and social responsibility. This paradigm shift necessitates a fundamental rethinking of curriculum architecture, instructional design, and institutional collaboration. In this context, the integration of arts disciplines with ideological and political education is conceptualized not as an additive or superficial alignment, but as a deep, value-embedded pedagogical synthesis. It seeks to cultivate students’ cultural identity, ethical reflexivity, and civic consciousness through discipline-specific aesthetic practice and critical inquiry. This paper argues that achieving such integration requires systemic innovation across multiple dimensions: interdisciplinary curriculum development, experiential and project-based pedagogies, cross-faculty faculty development initiatives, and reconceptualized assessment frameworks that capture both cognitive and affective learning outcomes. By situating arts education within a broader humanistic and civic mission, the New Liberal Arts framework offers a viable pathway for reimagining the role of the humanities in applied higher education settings. Ultimately, this study contributes to ongoing scholarly discourses on liberal arts transformation, disciplinary integration, and value-oriented education in non-elite higher education institutions. It provides both theoretical elucidation and practical heuristics for educators, curriculum planners, and institutional leaders seeking to operationalize the New Liberal Arts agenda in ways that are pedagogically robust, contextually responsive, and socially relevant.