The belief that language learning abilities are malleable (L2 Growth Mindset) is crucial for sustained engagement in second language (L2) acquisition. However, the mechanisms linking L2 Growth Mindset (L2GM) to L2 engagement, particularly the role of specific positive emotions, require further exploration. This study investigates the mediating role of Foreign Language Peace of Mind (FLPOM)-a low-arousal, culturally-nuanced positive emotion characterized by inner peace and harmony-in the relationship between L2GM and the multifaceted construct of L2 engagement (behavioral, emotional, cognitive, and agentic) among 300 Chinese EFL learners. Structural equation modeling revealed that L2GM positively predicted FLPOM, and FLPOM, in turn, positively predicted all four dimensions of L2 engagement. L2GM also directly predicted behavioral and cognitive engagement. Crucially, FLPOM significantly mediated the relationship between L2GM and all engagement dimensions, acting as a full mediator for emotional and agentic engagement and a partial mediator for behavioral and cognitive engagement. These findings highlight that fostering a growth mindset can cultivate FLPOM, which then empowers learners to engage more deeply across all facets of L2 learning. The study underscores the importance of FLPOM as a key psychological resource and suggests pedagogical implications for nurturing both growth mindsets and peace of mind to enhance L2 engagement.

The integration of virtual museums into education has emerged as an innovative approach embraced by both teachers and learners, reflecting the broader impact of virtual reality (VR) applications in education. This study puts forward a pedagogical framework for utilizing virtual museums in teaching art history and investigating their impact on the art history curriculum. In this context, two free online museums are used as teaching materials, representing 3D interactive learning environments that enable immersive exploration of cultural heritage. Grounded in the Theory of Technology-Mediated Learning, this research adopts a hybrid methodological approach to track the art history courses of 75 Chinese undergraduates through experiments, questionnaires, and structured interviews over a four-week period. The findings demonstrate that virtual museum-integrated instruction significantly enhances learning effectiveness over sustained use, actively promotes learner engagement, and fosters greater autonomy. Importantly, learners prioritize educational value and authenticity in virtual museum features, while also expressing a strong preference for technologically mature platforms. This research contributes to understanding the impact of VR on digital transformation in the educational sector by providing a validated instructional model that integrates virtual museums into art history curricula, offering educators a replicable framework for implementation. Future studies should investigate the relationship between emotional engagement and academic performance within virtual museums to further refine both pedagogical strategies and educational virtual reality design.