With the increase in number of college graduates and the rapidly developing?job market, the mismatch between educational attainment and employability skills (such as the ability of innovation and entrepreneur) has become a serious issue. This research explores the strategic function of aesthetic education in addressing this gap among applied undergraduate students, with an emphasis on the ways in which creative learning experiences can help to develop students' innovation competencies and?entrepreneurial preparation. Based on Human Capital Theory, Experiential Learning Theory and AMABILE's Creativity and Innovation Theory, the empirical study investigates how specialized courses, student?competitions and Social practice are working as part of aesthetic education. (O) Method: The quantitative research was?completed in Shandong Youth Politics College on the Radio and Television major which in-volved 385 students. Pearson correlation results also provided strong evidence for relationship across aesthetic educational factors and entrepreneurship?and innovation ability. Remarkably, the association between innovation capability and the output?of entrepreneurial employment was strongest (r =. 832, p?< 0.01) supporting the interrelatedness of creative ability and the success of entrepreneurship. The study finds that aesthetic education as a systematically implemented approach in applied curricula, plays an important role in improving students' problem-solving, critical thinking and cooperative spirit, which are imperative for China's changing?labor market. It advocates for greater institutional commitment to interdisciplinary aesthetic programming and proposes educational reform that places aesthetic education at the core,?rather than the periphery, of undergraduate development. This study further adds to national education?how it works empirically, and provides policy and curriculum reference to cultivate innovation-oriented talents in China.
Li et al. (Thu,) studied this question.