The collaborative reconstruction of aesthetic education in the digital age: the ERMN model based on Dewey’s experiential philosophy and constructivism

Against the dual backdrop of global digital transformation and cultural pluralism, contemporary aesthetic education faces a fundamental contradiction: the disconnection between technological rationality and cultural logic. This study proposes the ERMN model – integrating Experience Reconstruction, Meaning Negotiation, and Institutional Domestication – grounded in Dewey’s experiential philosophy and constructivist theory, to bridge this gap and realign digital tools with culturally embedded aesthetic learning. Methodologically, the study employs a mixed-methods approach combining bibliometric analysis (2020–2025), policy review, and empirical fieldwork in non-central urban contexts (Maoming, China). Through literature mapping and multimodal case studies, the research explores how the ERMN framework may support a shift from fragmented reproduction toward culturally-informed meaning-making. Case-based patterns suggest potential gains in cultural identification and metaphor interpretation in VR/AR and blockchain-supported learning environments, while institutional mechanisms appear to contribute to narrowing technology–culture disparities. Cross-cultural comparisons with Southeast Asian cases illustrate the model’s adaptability in balancing technological efficiency and cultural authenticity. This study advances theoretical discourse by updating Deweyan aesthetics for the algorithmic era while suggesting potential pathways for UNESCO’s (2021) call for digitally inclusive cultural pedagogy – addressing critical gaps in current digital heritage education.