Beyond Tradition: Co‐Creative Critique Models as Catalysts for Independent Thinking in Chinese Art Education

ABSTRACT In 2021, China ranked second globally in the art market, after the United States, leading to an increase in students' enrolment and engagement in art‐related disciplines in Chinese higher education, driven by a desire to pursue their academic and professional goals. Under this premise, the limitations of art education for Chinese students are also more pronounced than those related to independent and critical thinking. The purpose of this research was to explore the potential for designing a discussion‐based student‐centred studio critique approach for fine art students in art universities in China. This mixed‐methods study, focusing on students currently enroled at the Guangzhou Academy of Fine Arts, one of China's leading art academies, identified an urgent need to develop more open teaching models to cultivate students' innovative thinking in fine art classes at Chinese universities. Practice recommendations include policy and management changes in course content and volume, teaching methods, and stakeholders' involvement.