Exploring the Design and Implementation of Piano Ensemble Course in Aesthetic Education for Higher Polytechnical University Students in Shenzhen

This study examines the effects of a piano ensemble course on piano performance skills, aesthetic education outcomes, and student satisfaction among students at six engineering-oriented higher education institutions in Shenzhen. The research also investigates implementation challenges and explores whether the course enhances students’ teamwork, creativity, and social skills. A mixed-methods research design was employed, combining quantitative data from a Likert scale questionnaire administered to 507 students across five universities with qualitative data from 23 semi-structured interviews of Shenzhen Polytechnic University. Quantitative data were analyzed using descriptive statistics and correlation analysis, while qualitative data were coded using grounded theory methods. The study also considers curriculum adaptations to support students facing social and cultural risks, ensuring inclusive and equitable learning opportunities. Results indicate that the piano ensemble course significantly improved students’ musical expression, performance skills, and aesthetic abilities, with all dimensions achieving mean scores above 3.0 (moderate-high satisfaction). The relationship between theoretical knowledge gained from the course and the level of student satisfaction with the course has been established as having a strong positive correlation (r = 0.812), showing that there is a relationship between high levels of theoretical knowledge and increased satisfaction with the course. However, four key challenges emerged: inadequate equipment, varied student skill levels, collaboration difficulties, and time management constraints. Student satisfaction was positively correlated with course design, teaching implementation, and resource provision. This study provides empirical evidence and practical recommendations for enhancing aesthetic education curricula in engineering-focused higher education institutions.