Cultural identity as a cognitive buffer: enhancing creative self-efficacy in digital heritage education.

INTRODUCTION

In vocational digital heritage programs, technical complexity is often associated with a heavy cognitive load, which may hinder students from utilizing cultural capital. Drawing on Cognitive Load Theory and the cultural assets framework, this study aims to examine the associations among instructional support, cognitive load, cultural identity, and students' creative self-efficacy (CSE).

METHODS

A quantitative cross-sectional design was employed. Data were collected from 333 vocational college students using an online survey. A moderated mediation model was evaluated using Structural Equation Modeling (SEM), and the cross-contextual stability of the theoretical model was assessed via multi-group analysis.

RESULTS

SEM analysis revealed that instructional support is positively associated with CSE, and this relationship is primarily mediated by perceived cognitive ease (lower cognitive load), with the indirect path accounting for 54.4% of the total relationship. Crucially, cultural identity serves as a significant moderator; the negative association between cognitive load and CSE is weaker among students with strong cultural connections. Multi-group analysis confirmed the consistency of this structural model across different cultural heritage topics.

DISCUSSION: These correlational findings support a "Load-Asset Balance" mechanism, suggesting that cultural identity functions as an active psychological resource rather than a mere background variable. Cultivating learners' emotional connection to traditional culture appears as essential as technical scaffolding. Future digital heritage pedagogy should integrate cognitive load management with cultural engagement to support creative confidence.