Abstract: Focusing on aesthetic education in higher education and grounded in the context of digital teaching environments, this paper systematically examines the dynamic reshaping of teaching objectives, content, methods, assessment, and teacher-student roles. The analysis indicates that, under digital teaching conditions, the goals of aesthetic education are shifting from the transmission of knowledge toward an integrated cultivation of aesthetic competence and digital literacy. The content system is becoming more open, teaching activities are evolving from one-way lecturing to diversified forms of interaction, assessment mechanisms are being reconstructed around process orientation and multiple dimensions, and the teacher-student relationship is moving from a one-way imparting mode to a collaborative structure. As a result, digitally empowered aesthetic education is gradually forming a comprehensive model that takes aesthetic experience as its core, relies on technological support as its condition, and adopts collaborative inquiry as its pathway, thereby providing a new paradigm for the high-quality development of aesthetic education in higher education.

Key words: Digital era, Aesthetic education in higher education, Teaching model, Aesthetic competence, Collaborative learning, Teaching objectives