Aesthetic Education Management On The Students' Personality Of Hunan Province's Universities
Keywords:
Aesthetic Education Management, Students’ Personality, Hunan Province UniversitiesAbstract
This study aimed to: (1) explore the components of aesthetic education management influencing students’ personality development in universities in Hunan Province; and (2) develop managerial guidelines to enhance aesthetic education management in this context. A mixed-methods approach was employed, integrating both quantitative and qualitative research. The population consisted of 1,407 teachers from three universities in Hunan Province. A sample of 302 participants was determined using Krejcie and Morgan’s table and selected through stratified random sampling. Additionally, eleven key informants including administrators and faculty members were purposively selected for in-depth interviews. A focus group discussion (FGD) with nine experts was also conducted. Data collection instruments included a five-point Likert-scale questionnaire, a semi-structured interview guide, and an FGD protocol. Quantitative data were analyzed using frequency, percentage, mean, standard deviation, and exploratory factor analysis (EFA), while qualitative data were analyzed through content analysis. The findings revealed that aesthetic education management consists of five key components: (1) aesthetic education curriculum system construction, (2) impact on students’ personality development, (3) teacher roles and competencies, (4) aesthetic-oriented teaching methods and strategies, and (5) policy support and management mechanisms. Furthermore, the study developed 25 managerial guidelines grouped into five major categories, providing practical directions for enhancing aesthetic education management and supporting student personality development in universities in Hunan Province.
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