Curriculum reform and teaching quality as predictors of student satisfaction: The mediating role of learning in oil painting education in China

Abstract

Reform of the art curriculum in higher education is increasingly urgent to respond to the demands of globalization, pedagogical innovation, and increased student satisfaction, especially in the field of studio-based oil painting education. This study examines the effect of oil painting curriculum reform on student satisfaction at an art university in China using a mixed methods design. Quantitative data were collected through a survey of 540 students and analyzed using Structural Equation Modeling (SEM) to evaluate the relationships between teaching quality, curriculum structure, learning processes, and satisfaction. Results indicate that teaching and curriculum quality have a significant direct effect on satisfaction, as well as an indirect effect through the learning dimension as a partial mediator. Qualitative analysis based on interviews with five lecturers reinforces these findings, highlighting that curriculum innovations, including project-based learning, process-based assessment, and the integration of contemporary and international art trends, enhance student motivation, engagement, and learning experiences. This study contributes to the literature by including the learning dimension as a mediating mechanism, provides practical recommendations for art universities to implement pedagogical improvements, and align curricula with contemporary creative industry demands. Furthermore, this study recommends cross-institutional and cross-cultural research to enhance the external validity and generalizability of the results.