A probe into the developmental pattern of public art education in colleges and universities from the perspective of new media

Abstract

The integration of public art education and new media in colleges and universities remains a trend which cannot be stopped. As new media has had a beneficial impact on teaching content, forms of teaching, and teaching effects, it has also created various challenges for public art education in colleges and universities. While investigating the current state of integrating new media with public art education in colleges and universities, it was found that the impact of new media benefits more than it harms, whether it be online, in-person, theoretical, or practical teaching. Based on the current state, future policy focus, the direction of new media’s changes, and the depth of cultural and art resources, new media and public art education in colleges and universities will continue to deepen integration and show further improvement. Using a survey of more than a dozen universities in the Jiangsu Province and the results of a questionnaire survey of 116 college students, this paper probes into the changes in public art education in colleges and universities in the new media era and explores the future developmental pattern of public art education in colleges and universities both internally and externally.

Cultivating insight and engagement: exploring the role of Trait Emotional Intelligence in Chinese art education

“…Art education, a domain where critical assessment ( Lukaka, 2023 ), complex thinking meta-competence ( Silva Pacheco, 2020 ), and innovation are paramount, has seen recent studies where applications of Insight Orientation could be highly beneficial. Additionally, the challenges posed by developments in Artificial Intelligence design ( Zhang et al, 2022 ), distance learning systems, and virtual reality technology ( Jiawei and Mokmin, 2023 ) in art education ( Zhang et al, 2023 ) necessitate a nuanced understanding of the processes influencing student engagement. Despite the importance of these factors, there remains a scarcity of empirical research exploring student perceptions and outcomes in art education, particularly regarding the roles of insight orientation and engagement in their learning processes.…”