Abstract
Art education at Shandong Museum has struggled to sustain engagement among primary-level learners. This study designed, implemented, and validated a Fun Learning Model (FLM) to advance creative pedagogy in a museum context. By adopting a qualitative single-case study, the research drew on semistructured interviews with museum educators and primary school art teachers, pupil focus groups, participant observations of programme sessions, document analysis, and expert assessments. Data were coded and thematically analysed in NVivo, with cross-source triangulation to enhance credibility. Findings indicate that the FLM_s five elements: Situation, Participation, Exploration, Interaction, and Collaboration, and its three strategies: Gamification, Multimedia Interaction, and Hands-on Experience, supported sustained attention, active participation, and creative expression, thereby strengthening perceived learning outcomes. Gamified and experiential tasks elicited higher engagement than passive viewing. Expert reviewers judged the model suitable for primary-level art learning and emphasised its flexibility for context-sensitive implementation. The study culminates in a practical framework that bridges constructivist principles and museum practice, offering actionable guidance for Shandong Museum and similar institutions to redesign programmes that are enjoyable, participatory, and educational within resource-constrained settings. The implications include clearer proceduralisation and reporting of qualitative methods and trustworthiness, and recommendations for scaling and strengthening school-museum partnerships.