Research Progress on Chinese Art Education Models Guided by Core Competencies and the Application of Artificial Intelligence

DOI

10.2991/978-2-38476-601-7_29How to use a DOI?

Keywords

Artificial Intelligence; Art Education; Core Competencies; CiteSpace; Case Comparison; Research Progress

Abstract

With the rapid development of artificial intelligence (AI) technology and its deep penetration into the field of education, AI-enabled art education has become a hot research topic. However, most current studies focus solely on what AI can do and its technical potential, effectively remaining at the level of merely “knowing what AI can be used for.” There has been no systematic review or reflection on how AI is actually used in art classrooms in Chinese primary and secondary schools, whether it is used effectively, or the actual outcomes for students after its implementation. Furthermore, there are no concrete practical application cases to support these findings. Therefore, building on the research context outlined above, this paper adopts the following research methodology: guided by core competencies, it integrates artificial intelligence with art education, employing both CiteSpace knowledge mapping analysis and case studies. First, the CiteSpace tool is used to conduct knowledge mapping analysis, reviewing relevant research from 2000 to 2026 to clarify the development trajectory of the entire field. Next, three representative case studies were selected—the UNESCO Jeju “AI + Culture” project, the AI curriculum reform at the Cleveland Institute of Art in the United States, and the “Chinese Patterns” AI revitalization course at Nanjing Normal University—for systematic analysis. Based on the findings from the preliminary research, the volume of publications in this field has been steadily increasing, and the research focus has gradually shifted—no longer focusing solely on the technology itself, but placing greater emphasis on using technology to help students enhance their comprehensive literacy, thereby ensuring that technology truly serves the teaching process. Each of the three case studies adopt distinct approaches: one focuses on AI-enabled cultural dissemination, other centers on institutional frameworks and ethical norms, and the third concentrates on the AI-driven revitalization of traditional culture. These cases also demonstrate that AI is merely a supplementary tool; it cannot replace the teacher’s guiding role, nor can it supplant the teacher’s central position in the classroom. The core of using AI in art education is to enhance teaching effectiveness, rather than letting it dominate the classroom. Subsequent efforts—whether refining evaluation systems or optimizing teaching models—must revolve around this core principle. At the same time, leveraging AI to optimize teaching models and help students improve their comprehensive competencies represents the primary research direction at present.

Copyright

© 2026 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Zixin Fang
PY  - 2026
DA  - 2026/08/06
TI  - Research Progress on Chinese Art Education Models Guided by Core Competencies and the Application of Artificial Intelligence
BT  - Proceedings of the 2026 2nd International Conference on Education Reform, Ideology and Politics (ERIP 2026)
PB  - Atlantis Press
SP  - 236
EP  - 251
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-601-7_29
DO  - 10.2991/978-2-38476-601-7_29
ID  - Fang2026
ER  -