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This research attempts to examine the co-creation process involving Chiayi City International Band Festival (CIBF). It deploys a questionnaire survey which assesses the level of activity involvement, preference to local products, and place attachment. The questionnaire is pretested, which utilizes college students as the samples to screen the clarity of wordings covered in the questionnaire and the reliability of the study scales. Subsequently, 342 festivity attendees, who are not local residents, are invited to participate in the survey. Structural equational modeling is used to test the study hypotheses. The results show a mediating effect of co-creation between activity involvement and place attachment.

This study postulates that the nostalgic emotion of cultural tourists affects their perceived experiential value and helps to evoke their destination image, which contributes to the formation of place attachment. The study deploys a survey research in which questionnaires are distributed in Mystical Yan Cheng, a theme park in China that is built on the historical remains of the Spring and Autumn Annals. The study collects 347 valid responses. The results reveal the multifaceted nature of a destination image. Furthermore, nostalgic emotion positively contributes to the place attachment of cultural tourists. However, the study also illustrates an inadequate understanding of the nature of nostalgic emotion and further study is recommended. The results of the study also indicate that a high level of satisfaction does not necessarily contribute to destination image and place attachment.

Education for sustainable development (ESD) is a developing educational concept that aims to achieve economic, social and environmental sustainability through education. Cultural sustainability education aims to cultivate awareness and protection of cultural assets, promote sustainable development and foster environmental responsibility. This study establishes a cyber-physical metaverse of cultural sustainability learning to cultivate students' motivation, multicultural identity, critical thinking and sustainability thinking.

In this study, virtual reality (VR) and 3D printing technologies were utilized to create a cyber-physical metaverse learning environment. This learning environment is designed to allow elementary school children to learn about indigenous cultures and the architecture of slate houses, as well as socio-architectural issues. Learners will be able to experience first-hand the plight of the indigenous tribal areas and the exploration of related cultural knowledge.

The study collected pre- and post-test data through questionnaires, using covariates to analyze learners' perceptions of learning. The results of this study showed that cyber-physical metaverse learning environment had a significant impact on learning motivation, multicultural identity and sustainability thinking for culturally sustainable education. However, this study’s impact on critical thinking skills in students remains to be confirmed.

This is a quasi-experimental study of a single country’s elementary school children in the indigenous area, so its findings cannot be extrapolated to other areas or to learners of different ages.

This study introduces a framework for incorporating both virtual and real cultures to promote sustainable learning. The cyber-physical metaverse learning is used to supplement teaching activities to enhance learners' motivation in learning multicultural knowledge. Students were able to recognize and protect cultural assets, as well as emphasize the importance of sustainable development.