Abstract: In the contemporary landscape of higher education, public music education often occupies a marginalized position, with its core value requiring redefinition beyond mere recreational activity. This study employs a mixed-methods empirical approach to investigate the impact of public music education on the development of university students' aesthetic literacy and innovative thinking. A quasi-experimental design was implemented, comparing a cohort of students enrolled in structured public music courses with a control group. Data were collected through pre- and post-test surveys measuring aesthetic perception, appreciation, and critical thinking skills, alongside the Torrance Tests of Creative Thinking (TTCT). Quantitative results indicate a statistically significant positive correlation between participation in public music education and enhanced levels of both aesthetic literacy and innovative thinking. Qualitative analysis of student reflections and project-based work further revealed deeper engagement and transference of creative skills to other academic domains. The findings argue for a fundamental re-evaluation of public music education's role in fostering essential 21st-century competencies. Based on the empirical evidence, the study concludes by proposing a practical framework of actionable pathways for curriculum reform and pedagogical innovation to maximize these developmental benefits within university education.
Keywords: Public Music Education; Aesthetic Literacy; Innovative Thinking; Empirical Study; Higher Education.
Title: Value Reconstruction and Practical Pathways: An Empirical Study on the Impact of Public Music Education in Universities on Students' Aesthetic Literacy and Innovative Thinking
Author: Yang Jing
International Journal of Social Science and Humanities Research
ISSN 2348-3156 (Print), ISSN 2348-3164 (online)
Vol. 13, Issue 4, October 2025 - December 2025
Page No: 412-419
Research Publish Journals
Website: www.researchpublish.com
Published Date: 20-November-2025
