How Can Learning Spaces Promote Cultural Identity Among Ethnic Minorities: An Environmental Psychology Analytical Framework

Abstract

Under the dual pressures of globalization and modernization, ethnic minority youth face a fundamental psychological dilemma of cultural identity. While numerous cultural centers and heritage exhibition halls have been constructed, their effectiveness in promoting identity development remains limited. This paper addresses a core question: How can learning spaces effectively promote the cultural identity development of ethnic minority youth? Grounded in environmental psychology and informed by cultural identity development theory, this paper proposes an analytical framework identifying three interrelated pathways through which learning spaces influence identity: symbolic resources and cognitive activation, restorative environments and emotional support, and participatory spaces and behavioral practice. These pathways correspond to different stages of identity development from awareness through exploration to commitment. Using the Li ethnic group in Hainan, China as a case study, this paper demonstrates the application of this framework through a design proposal for a cultural learning center comprising four functional zones: entrance awakening, learning exploration, practice workshop, and community activity areas. This theoretical framework study contributes to bridging environmental psychology and cultural identity research, offering conceptual tools for designing spaces that support ethnic minority youth in constructing positive cultural identities through active participation rather than passive heritage reception.