BREAKING BOUNDARIES AND RESHAPING: AN EXPLORATION OF AESTHETIC COMPETENCE DEVELOPMENT IN UNIVERSITY STUDENTS IN THE ERA OF ARTIFICIAL INTELLIGENCE

Abstract

This study focuses on the challenges and strategies for cultivating aesthetic competence in university students in the era of artificial intelligence (AI). Against the backdrop of AI profoundly influencing various domains of society, the field of education has also experienced significant impacts. To strengthen the study’s foundation, a mixed-methods research approach was adopted, combining a comprehensive literature review with qualitative case studies. Data were collected through expert interviews and surveys among university students to assess their engagement with AI in aesthetic learning. The paper elaborates on the defining characteristics of the AI era, analyzes the connotations and components of university students' aesthetic competence, and explores the relationship between AI and the cultivation of aesthetic competence. The findings reveal that the development of aesthetic competence in university students faces challenges such as blurred and diversified aesthetic standards, limitations on creativity and imagination, and difficulties in aesthetic education. Specifically, AI-generated artworks have led to inconsistencies in defining artistic originality, and students often struggle to develop independent creative skills due to algorithmic recommendations that reinforce existing aesthetic preferences. In response to these challenges, the paper proposes strategies such as optimizing the aesthetic education curriculum, enhancing educators' capabilities in aesthetic instruction, and fostering students' autonomous aesthetic abilities. These recommendations aim to provide valuable insights for aesthetic education in higher education institutions, thereby promoting the enhancement of university students' aesthetic competence and better preparing them to adapt to the demands of future societal development.