Teachers’ perspectives on influencing factors of children’s museum education in China: a grounded theory study

Introduction: Museum education has become an important approach for children to acquire knowledge and engage in enjoyable learning activities. Although previous studies have examined the development of museum services, limited attention has been paid to museum education for young visitors, particularly from teachers' perspectives. Methods: This study focused on early childhood and primary school teachers in China who had organized or implemented museum education activities. Using a grounded theory approach, semi-structured interviews were conducted to explore children's museum education and its influencing factors. The data were analyzed from two dimensions: internal factors (including teachers' experiences, cognitions, and emotions) and external factors (such as environmental conditions and institutional support). Results: The findings revealed that both internal and external factors jointly shape teachers' practices and perceptions of children's museum education. Teachers' professional experiences and emotional engagement, along with supportive environments and institutional mechanisms, were identified as key influences on the implementation of museum education activities. Discussion: These results provide important implications for improving teacher intervention programs, developing supportive policy frameworks, optimizing the dissemination of museum education, and enhancing museum resources and services. Such efforts may further promote the sustainable development of children's museum education.