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Integrating Aesthetic Education in Quality Education: A Bibliometric Analysis of Sustainable Development Perspectives

Author

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  • Yiying Tao

    (School of Pre-School Education, Hangzhou Polytechnic, 198 Gaoke Road, Fuyang District, Hangzhou 311402, China)

  • Yuheng Tao

    (Graduate School of Creative Industry Design, National Taiwan University of Arts, New Taipei City 22058, Taiwan)

Abstract

In the era of pronounced educational reforms and a strong focus on sustainable development, the role of aesthetic education in augmenting educational quality has become pivotal. This study utilizes the CiteSpace knowledge mapping tool for an in-depth literature review and analysis on integrating aesthetic and quality education within the sustainable development ambit. Through bibliometric analysis of 824 articles from the Web of Science database covering 2015–2023, the evolving research trends, core themes, and future directions in this arena are investigated. This study uncovers a paradigm shift from traditional pedagogical approaches and art appreciation to broader areas like technology integration, educational innovation, and themes of social justice and empathy. The increasing prominence of digital arts and design thinking in educational methodologies underscores a commitment to fostering student creativity and addressing personalized learning needs. This research predominantly focuses on the intrinsic value of aesthetic education in enhancing quality education, emphasizing its comprehensive integration across educational, aesthetic, societal, and emotional dimensions. This paper highlights four principal research themes: the transformation of arts education, the interplay between educational policy and social responsibility, the nuances of educational assessment and student development, and the impact of technological advancements in educational practices. Additionally, it outlines five prospective research areas: the fusion of aesthetic education with cutting-edge technology; the cross-cultural implications in a globalized context; promoting inclusive aesthetic education; the potential of aesthetic education in nurturing social responsibility; and developing robust assessment metrics for the integration of aesthetic and quality education. These directions are aimed at enriching the theoretical and practical discourse, shaping the future trajectory of aesthetic education’s role in quality education.

Suggested Citation

  • Yiying Tao & Yuheng Tao, 2024. "Integrating Aesthetic Education in Quality Education: A Bibliometric Analysis of Sustainable Development Perspectives," Sustainability, MDPI, vol. 16(2), pages 1-26, January.
    • Handle: RePEc:gam:jsusta:v:16:y:2024:i:2:p:855-:d:1322196
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    References listed on IDEAS

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    1. Chaomei Chen, 2006. "CiteSpace II: Detecting and visualizing emerging trends and transient patterns in scientific literature," Journal of the American Society for Information Science and Technology, Association for Information Science & Technology, vol. 57(3), pages 359-377, February.
    2. Volodymyr Tomashevskyi & Nataliia Digtiar & Larisa Chumak & Tetiana Batiievska & Olena Hnydina & Olena Malytska, 2022. "Artistic and Pedagogical Competences of the Fine Arts Teacher: an Adaptation to the Postmodern Society," Postmodern Openings, Editura Lumen, Department of Economics, vol. 13(2), pages 287-302, January.
    3. Yuheng Tao & Po-Hsien Lin, 2023. "Analyses of Sustainable Development of Cultural and Creative Parks: A Pilot Study Based on the Approach of CiteSpace Knowledge Mapping," Sustainability, MDPI, vol. 15(13), pages 1-28, July.
    4. Jonalou S. Labor, 2018. "Role of Art Education in Peace Building Efforts among Out‐of‐School Youth affected by Armed Conflict in Zamboanga City, Philippines," Journal of International Development, John Wiley & Sons, Ltd., vol. 30(7), pages 1186-1202, October.
    5. Duomin Wang & Yubin Huangfu & Zuoji Dong & Yiqi Dong, 2022. "Research Hotspots and Evolution Trends of Carbon Neutrality—Visual Analysis of Bibliometrics Based on CiteSpace," Sustainability, MDPI, vol. 14(3), pages 1-27, January.
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