From Phased Integration to Sustained Provision: A Study on Mechanism Development for Aesthetic Education Practices at Zhejiang Future Rural College

Addressing the structural contradictions in rural aesthetic education practices within the context of the rural revitalisation strategy, this paper focuses on the core research question: ‘How does phased integration occur, and how does it transform into sustained provision?’ The study examines the organisational forms and operational processes of aesthetic education practices at the Zhejiang Rural Revitalisation Academy, covering key aspects such as multi-stakeholder collaboration between government, academia, enterprises, and villages; curriculum and teaching research provision; platform and positional implementation; resource consolidation; and quality review. Building upon existing research that shifts from ‘experience catalogues’ to ‘mechanism explanations,’ this paper proposes and substantiates five institutional pathways: ‘collaborative institutionalisation—curriculum clusterisation—platform operationalisation—resource consolidation standardisation—evaluation verification.’ It reveals that the conditions for generating sustainable provision lie in: stabilising collaborative boundaries through charters and responsibility lists; enhancing supply reproduction capacity via modular curriculum clusters and closed-loop teaching research; cross-cycle operations through platform-base and post systems, educational sedimentation via checklist and archival frameworks, and annual iteration through ‘outcome-process-generation’ three-dimensional indicators and evidence chain verification. Findings indicate that the ‘sustainability’ of Zhejiang Rural Revitalisation Academy's aesthetic education practice stems not from single-project intensity, but from whether the mechanism chain can establish a public supply capacity that is transferable, accumulative, and reviewable. The theoretical value of this paper lies in situating rural aesthetic education within a unified analytical framework of ‘public service provision—grassroots governance capacity—educational quality assurance,’ thereby filling a gap in previous research concerning cross-cycle mechanisms. Its practical value provides a set of implementable, replicable, and verifiable mechanism components alongside evidence-based evaluation interfaces, offering operational pathways for the bounded extrapolation of Zhejiang's experience and the optimisation of local policies.