Aesthetic education as a tool for cultural integration: examples of Russian and Chinese experience

the article examines aesthetic education as a tool for cultural integration using Russian and Chinese experience as an example. The purpose of the study is to identify the features, methods, and effectiveness of aesthetic education in the educational systems of the two countries, as well as to determine its impact on personality development and cultural interaction. The methodology is based on a comparative analysis of educational programs, public policy, and practices of aesthetic education in Russia and China. The methods of theoretical analysis, systematization of scientific sources, and study of regulatory documents and educational initiatives are used. The results show that in China, aesthetic education is considered one of the five key areas of education, but in practice it is implemented mainly through art education. In Russia, aesthetic education is developing in the context of philosophical and cultural traditions, adapting to modern challenges. In both cases, there is a tendency toward an interdisciplinary approach aimed at forming a holistic worldview of students. The findings confirm that aesthetic education contributes to the development of personality, expansion of cultural boundaries, and strengthening of national identity, and also plays an important role in the system of cultural integration in the context of globalization.

education, upbringing, aesthetics, cultural integration, pedagogy research, China, Russia