The in-depth integration of digital technology and artistic practice is reshaping the ecology of film and television performance education. Traditional performance teaching focuses on skill training within the “fourth wall”, where students often struggle to break through the spatial limitations of the stage and the camera, lacking the ability to improvise and adapt in real environments. Immersive theater, with its unique spatial narrative, non-linear structure, and characteristics of interaction between the audience and the performers, has injected new vitality into performance teaching. This teaching model not only aligns with the practical needs of multi-scene, multi-camera, and fragmented performances in film and television shooting but also cultivates actors’ panoramic thinking and environmental sensitivity. Currently, college and university film and television performance majors are in urgent need of exploring innovative teaching paths that conform to the development trends of the industry. The introduction of immersive theater comes at the right time, providing a feasible solution to break through the dilemma of homogeneous teaching and improve the quality of talent cultivation. This paper constructs an “anticipatory” or “conceptual” evaluation framework and suggests verifying it through teaching experiments in subsequent research.
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Zheng, Y. (2025) Research on the Innovative Application of Immersive Theatre in College Film and Television Performance Teaching. Global Education Bulletin, 2(4), 20-27.