Dilemmas and mitigation paths of aesthetic education governance in design majors under AIGC ethical risks——Based on the dual educational management models of
Xiaoxu Han
Yanching Institute of Technology
DOI: https://doi.org/10.59429/esta.v13i3.15566
Keywords: educational governance and leadership; university aesthetic pedagogy; design disciplines; AIGC ethical norms
Abstract
As Generative Artificial Intelligence evolves continuously, aesthetic education for design-related majors in higher institutions is undergoing comprehensive digital reshaping.Misutilization of AIGC as a mere utility tool triggers latent ethical perils. These cover uniform design outputs, warped aesthetic perceptions, unclear demarcation over intellectual property rights, illicit misappropriation of data, and diminished humanistic competence among learners, all of which corrode the core moral-cultivation mission carried by university-run aesthetic education. This paper introduces an independently constructed educational governance model titled the "Three Integrations, Two Emphases and One Optimization" resource governance model. Focusing on institutional building, educators' instructional leadership, and supervision over classroom procedures, it investigates systemic deficiencies and functional weaknesses existing in AIGC-empowered aesthetic education for design majors. It delivers practically feasible governance insights to help higher-education institutes regulate smart aesthetic-education activities and boost cultivation performance for innovative design-focused talents.
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