Research on the Interactivity between Aesthetic Education Courses and Professional Courses in Colleges and Universities: Taking the Environmental Art Design Major as an Example

Based on the policy requirements for the integrated development of aesthetic education and professional education in the new era, this study addresses the common disconnection between aesthetic education courses and professional teaching in the environmental art design major of higher vocational colleges. It innovatively proposes a three-dimensional interactivity model comprising goal coordination, content penetration, and evaluation feedback, exploring an educational reform scheme with higher vocational characteristics. Through a combination of theoretical construction and practical verification, the study develops teaching modules with regional characteristics and a school-enterprise collaboration project system, constructs a laddered curriculum structure of “theoretical cognition—technical transformation—practical application,” and simultaneously establishes a dynamic evaluation feedback system. Practice has proven that this model significantly enhances students’ ability to translate cultural symbols and apply material aesthetics. The study provides an actionable solution for higher vocational colleges to solve the problem of aesthetic education and professional education operating in isolation, and explores an effective path for cultivating composite design talents with technical capabilities, aesthetic literacy, and cultural understanding. In the future, it can be expanded toward the development of intelligent evaluation systems and innovation in industry-education integration mechanisms.