International Journal of Education

This study draws on the course Appreciation of Aesthetics in Traditional Chinese Artefacts at Shenzhen Polytechnic University to explore the construction of a “Knowledge–Belief–Action” integrated pathway for moral education within the context of contemporary reforms in higher education aesthetics. Using artefact aesthetics and intangible cultural heritage (ICH) education as key carriers, the course integrates systematic knowledge building, values-based guidance, and socially oriented practice to enhance students’ cultural identification, aesthetic competence, and innovative capacities in a coordinated manner. The findings indicate that the course has achieved significant outcomes in promoting the revitalisation of ICH, strengthening cultural confidence, expanding second-classroom practice, and advancing aesthetic education reform. The study provides a replicable model for universities seeking to establish a comprehensive “holistic aesthetic education” framework and to advance the “all-round education” mechanism.

Higher education aesthetics; Moral education in the curriculum; Intangible cultural heritage revitalisation; Knowledge–belief–action integration; General education