Abstract Art education research in mainland China has evolved considerably over the past decade, influenced by its socio‐cultural, educational and political contexts. This study examined the current methodological trends in this field, using Crotty's scaffolding framework for social research to dissect and critique methodological choices. A systematic review of empirical studies on art education at primary and secondary levels published between 2014 and 2024 was conducted. Based on the search criteria, the China National Knowledge Infrastructure and Web of Science databases were systematically searched, resulting in the selection of 46 articles for full‐text review. The findings indicated an overemphasis on objectivist epistemology and quantitative approaches, with few qualitative studies. The socio‐cultural and educational contexts of mainland China have significantly shaped the epistemological foundations and theoretical perspectives that underpin current methodological trends in art education research. The thematic analysis showed that the analysed articles examined topics such as teaching effectiveness and evaluation, technological applications, aesthetic appreciation and art literacy measurement, psychological and cognitive aspects of art education, art assessment and policy analysis. This study highlights the need for a balanced approach that values both empirical evidence and interpretive insights.
Ning Luo (Fri,) studied this question.
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