ORIGINAL RESEARCH article
Front. Educ.
Sec. Higher Education
Volume 10 - 2025 | doi: 10.3389/feduc.2025.1601869
This article is part of the Research TopicEmpowerment Through Education Innovative Interventions for Higher Education StudentsView all 19 articles
Developing and Implementing the Four-Dimensional Aesthetic Education Framework in Elementary Education
Provisionally accepted
- 1Xuzhou University of Technology, Xuzhou, China
- 2University of Science Malaysia (USM), Penang, Penang, Malaysia
- 3China University of Mining and Technology, Xuzhou, Jiangsu Province, China
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Introduction: Under the background of sustainable development, aesthetic education is becoming increasingly important in primary education programs. This study integrates the principles of sustainable development with aesthetic education and, based on the characteristics of primary education majors, proposes the "Four-Dimensional Aesthetic Education" (4DAE) framework. This framework includes four progressive dimensions: "Process Path," "Capacity Building," "Individual Growth," and "Value Orientation." It aims to build a coordinated system that connects aesthetic perception, educational ability, personal development, and value cultivation.The study explores the feasibility and effectiveness of applying the 4DAE framework in the Art course for primary education majors, and examines its impact on students' overall competencies.The participants were 49 first-year students majoring in primary education at a teacher training college in Jiangsu Province, China. A 12-week aesthetic education intervention was designed and implemented, focusing on the first dimension, which includes four sub-dimensions: "Perception and Experience," "Thinking and Judgment," "Practice and Innovation," and "Education and Transmission."Pre-and post-course paired questionnaires were used to assess changes in students' overall abilities.The results showed that the 4DAE framework significantly improved students' artistic perception, critical thinking, creativity, and teaching communication skills (p < 0.05). The course satisfaction rate reached 90%, showing that the course design and content met student needs. The study suggests that the 4DAE framework helps improve curriculum structure and supports the development of pre-service teachers' core abilities. It also provides theoretical and practical guidance for implementing aesthetic education under the goal of sustainable development.
Keywords: Four-Dimensional Aesthetic Education framework, Primary education program, art education, teaching practice, sustainable development
Received: 28 Mar 2025; Accepted: 25 Jul 2025.
Copyright: © 2025 Yang, ZHANG, WAN YAHAYA and Yang. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: JINGRU ZHANG, University of Science Malaysia (USM), Penang, 11800, Penang, Malaysia
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