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Beijing Digua Community as a Model for Community Learning Space Design in Contemporary China

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Title: Beijing Digua Community as a Model for Community Learning Space Design in Contemporary China
Language: English
Authors: Yingni Wang, Rachan Nillawannapha, Sitthisak Champadaeng
Source: International Education Studies. 2026 19(1):113-122.
Availability: Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606 Ext 206; Fax: 416-642-2608; e-mail: ies@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/ies
Peer Reviewed: Y
Page Count: 10
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Descriptors: Foreign Countries, Urban Areas, Emergency Shelters, Educational Facilities, Informal Education, Community Organizations, Urban Education, Space Utilization, Governance, Participative Decision Making, Intergenerational Programs
Geographic Terms: China (Beijing)
ISSN: 1913-9020
1913-9039
Abstract: In response to the spatial, educational, and social challenges posed by rapid urbanization in contemporary China, this study investigates the Beijing Digua Community as a model for designing and implementing inclusive community learning spaces. Situated in the underground civil defense shelters of Chaoyang District, Beijing, the Digua Community reimagines underutilized urban infrastructure as multifunctional, resident-led learning hubs. The research objective is to explore how such spaces are spatially transformed, socially governed, and function as platforms for informal, intergenerational education. Employing a qualitative case study approach over an 18-month period, the study draws on data from participatory observation, documentary analysis, and in-depth interviews with 40 purposively selected informants, including project founders, volunteers, and community members. Thematic content analysis reveals three key components: the adaptive transformation of space using smart design and digital systems; participatory governance through the Community Co-Governance Committee and a Community Credit System; and the emergence of Digua as a dynamic cultural platform supporting peer-based, interdisciplinary learning. The findings suggest that Digua exemplifies principles of social design, sustainable development, and prototype learning communities, offering a replicable model for urban learning ecosystems. The study recommends scaling such initiatives across high-density urban environments and encourages further research into longitudinal impacts and cross-cultural applications.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1495003
Database: ERIC
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  Data: Beijing Digua Community as a Model for Community Learning Space Design in Contemporary China
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  Data: <searchLink fieldCode="AR" term="%22Yingni+Wang%22">Yingni Wang</searchLink><br /><searchLink fieldCode="AR" term="%22Rachan+Nillawannapha%22">Rachan Nillawannapha</searchLink><br /><searchLink fieldCode="AR" term="%22Sitthisak+Champadaeng%22">Sitthisak Champadaeng</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22International+Education+Studies%22"><i>International Education Studies</i></searchLink>. 2026 19(1):113-122.
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  Data: Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606 Ext 206; Fax: 416-642-2608; e-mail: ies@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/ies
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  Data: In response to the spatial, educational, and social challenges posed by rapid urbanization in contemporary China, this study investigates the Beijing Digua Community as a model for designing and implementing inclusive community learning spaces. Situated in the underground civil defense shelters of Chaoyang District, Beijing, the Digua Community reimagines underutilized urban infrastructure as multifunctional, resident-led learning hubs. The research objective is to explore how such spaces are spatially transformed, socially governed, and function as platforms for informal, intergenerational education. Employing a qualitative case study approach over an 18-month period, the study draws on data from participatory observation, documentary analysis, and in-depth interviews with 40 purposively selected informants, including project founders, volunteers, and community members. Thematic content analysis reveals three key components: the adaptive transformation of space using smart design and digital systems; participatory governance through the Community Co-Governance Committee and a Community Credit System; and the emergence of Digua as a dynamic cultural platform supporting peer-based, interdisciplinary learning. The findings suggest that Digua exemplifies principles of social design, sustainable development, and prototype learning communities, offering a replicable model for urban learning ecosystems. The study recommends scaling such initiatives across high-density urban environments and encourages further research into longitudinal impacts and cross-cultural applications.
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 10
        StartPage: 113
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Urban Areas
        Type: general
      – SubjectFull: Emergency Shelters
        Type: general
      – SubjectFull: Educational Facilities
        Type: general
      – SubjectFull: Informal Education
        Type: general
      – SubjectFull: Community Organizations
        Type: general
      – SubjectFull: Urban Education
        Type: general
      – SubjectFull: Space Utilization
        Type: general
      – SubjectFull: Governance
        Type: general
      – SubjectFull: Participative Decision Making
        Type: general
      – SubjectFull: Intergenerational Programs
        Type: general
      – SubjectFull: China (Beijing)
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      – TitleFull: Beijing Digua Community as a Model for Community Learning Space Design in Contemporary China
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            NameFull: Rachan Nillawannapha
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            NameFull: Sitthisak Champadaeng
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              Type: published
              Y: 2026
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