THE ROLE OF THE AESTHETIC COMPONENT IN SHAPING READINESS FOR PRACTICAL PROFESSIONAL ACTIVITY OF FUTURE TEACHERS IN RUSSIA AND CHINA (USING THE EXAMPLE OF BUNIN YELETS STATE UNIVERSITY AND HEBEI NORMAL UNIVERSITY)

This article deeply analyzes the role of aesthetic factors in preparing future teachers for professional activity in the two countries using Yelets State University (Russia) and Hebei Normal University (China) as examples. From a theoretical point of view, it examines the relationship between aesthetic components and intercultural competence in the educational standards of the Russian Federation, as well as the requirements for building aesthetic education courses in colleges and universities in China, as set out in the “Opinions on Comprehensively Strengthening and Improving School Aesthetic Education in the New Era”. It reveals the similarities and differences between the two countries in terms of political orientation and ways of implementing aesthetic education: Russia emphasizes the integration of aesthetics into cultural and educational professional activity, while China emphasizes the combination of traditional culture and aesthetic education. On an empirical level, a survey of 44 ordinary school students (22 from China and 22 from Russia) using questionnaires showed that the vast majority of respondents recognize the significant role of aesthetic factors in improving the quality of teaching. Among the most effective methods of aesthetic education, the respondents identified the study of fine arts (75%) and music (18.2%). The study showed that aesthetic factors can be transformed into teachers’ emotional perception, cultural tolerance and pedagogical creativity through the three-dimensional structure of “aesthetic perception aesthetic activity — aesthetic education” — and synergistically with professional skills and moral literacy. Relying on institutional guarantees, curriculum integration and practice platforms can effectively promote the transformation of aesthetic literacy into practical skills and provide a cross-cultural context for teacher education reform in China and Russia.

higher education, training of future teachers, aesthetic component, readiness for practical professional activity, professional competences, universities in Russia and China, students, areas of study, training profiles, aesthetic education, ability to aesthetic activity, creative potential

Qianhui W. The role of the aesthetic component in shaping readiness for practical professional activity of future teachers in Russia and China (using the example of Bunin Yelets State University and Hebei Normal University). Biznes. Obrazovanie. Pravo = Business. Education. Law. 2025;4(73):573—580. DOI: 10.25683/VOLBI.2025.73.1418.