This study aims to explore the educational effect of a multicultural environment, namely Tibetan Buddhist culture, Tibetan folk culture and Han culture, on the standard curriculum learning efficacy of Tibetan adolescents and the roles in which their self-related factors, psychological capital and self-cognition. A questionnaire was conducted among 1128 Sichuan Province Tibetan primary and middle school students. It was found that multi-cultures did not directly affect Tibetan students’ standard curriculum learning efficacy. However, they indirectly affected learning efficacy through the completely mediating roles of psychological capital and self-cognition of Tibetan students. Psychological capital and self-cognition have serial mediating effects on the relationship between multi-cultures and learning efficacy. This study explored the influence of multi-culture and self-factors on the learning effectiveness of ethnic minority students, proving that minority culture plays an irreplaceable and unique role in students’ self-development and learning, which has important implications for the development of compulsory education in minority areas. © 2025 Elsevier Ltd
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