Sensory Experience, Gustatory Politics, and Spatial Aesthetics: Implications of an Intercultural Course for the Cultivation of Students’ Cultural Literacy and Global Citizenship Consciousness

Abstract

This study investigates the pedagogical and cultural implications of the course Coffee Houses and Western Restaurants in China, which integrates taste, space, and experiential learning to cultivate students’ cultural literacy. Drawing on student interviews, reflection journals, reading notes, and internship reports, the research develops the Taste–Space–Learning Framework, highlighting how sensory experiences of food and spatial design facilitate critical reflection, aesthetic participation, and creative practice. Findings reveal that taste functions not only as a sensory engagement but also as a medium for social and cultural discourse, while space serves as both a stage and substance for negotiating global and local identities. The course demonstrates the potential of interdisciplinary, experiential pedagogy to enhance intercultural competence, civic awareness, and aesthetic citizenship. Implications extend to higher education and globalized cultural studies, suggesting that embodied learning through food and space can foster holistic cultural understanding, critical thinking, and creative agency. Limitations and future research directions are discussed.