Demographic Patterns of Peeragogy Learning Tendencies Among Art Students in Chinese Higher Education

Abstract

This study investigates demographic patterns of peeragogy learning tendencies among art students in Chinese higher education, addressing the limited empirical evidence on how peer-oriented learning approaches are perceived across diverse learner backgrounds. A quantitative survey design was employed, and 350 questionnaires were distributed to students at Yunnan Arts University and the College of Arts, Dali University. A total of 339 valid responses were analysed using descriptive statistics. Peeragogy tendencies were measured across five dimensions: Student-centred, Self-learning, Agreement, Sharing, and Goal-oriented learning. The findings indicate consistently high endorsement of peeragogy across all dimensions, with agreement levels exceeding 95 percent. Minimal variation was observed across gender, academic year, and socioeconomic status, suggesting that demographic characteristics do not substantially influence peeragogy tendencies in the sampled context. Slight differences across year levels may reflect developmental shifts in autonomy and collaborative maturity. Overall, the results suggest that peeragogy is broadly accepted among art students and appears compatible with disciplinary learning cultures in art education. The study contributes empirical evidence to the growing literature on peer-supported learning in digitally transforming higher education environments.