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UDK: 37:004

DOI https://doi.org/10.34142/27091805.2025.6.01.11

DEVELOPING BASIC LITERACY AMONG CHINESE

SCHOOLCHILDREN THROUGH ARTS EDUCATION

INTEGRATION: A QUARTER-CENTURY REVIEW

PhD-student in specialty 011 Educational

and pedagogical sciences, H. S. Skovoroda

Kharkiv National Pedagogical University

Kharkiv, Ukraine

email: yuryeva.ka@hnpu.edu.ua

https://orcid.org/0000-0002-9561-9935

Doctor of Pedagogical Sciences, Professor,

Professor of the Department of Musical Art,

H. S. Skovoroda Kharkiv National Pedagogical

University

Kharkiv, Ukraine

email: yuryeva.ka@hnpu.edu.ua

https://orcid.org/0000-0001-6403-9973

Object. The aim of this study is to review the outcomes of the educational policy implemented by the

People’s Republic of China in the 21st century, aimed at fostering basic literacy among the younger generation

within the framework of the compulsory nine-year education system, particularly through the integration of

arts education.

Methods. The research methodology is based on the analysis and comparison of a wide range of

sources, including regulatory state documents governing the functioning of the education system in the People’s

Republic of China—documents from the State Council, the Central People’s Government, and the Ministry of

Education of the PRC; various generations of Chinese educational standards, including those focused on the arts

(2001, 2011, 2022); materials from international organizations such as UNESCO, OECD, and The World Bank;

statistical data from the National Bureau of Statistics of China and the Global Economic Monitor; results from

international educational assessments (PISA) and rankings (World University Rankings); the global scientic

ranking Nature Index; content from scientometric platforms such as Nature and Web of Science; publications

in scientic and pedagogical journals from China and Ukraine; and content from specialized websites. To

analyze, compare, and synthesize the extensive statistical data, research ndings, and rankings, the authors

also created analytical tables and diagrams.

Results. A comparison of recent Nature Index data reveals that among the top twenty leading countries,

only the People’s Republic of China demonstrates consistent growth in the inuence of its scientic publication

activity, which serves as an indicator of the effectiveness of the country’s research efforts. A comparison of the

2024 and 2025 indicators shows that the pace of this growth is accelerating. Analysis of the results from the

PISA international educational assessment and the World University Rankings over several years supports

the conclusion that the course adopted by the PRC at the beginning of the 21st century to reform compulsory

nine-year education through integration has proven to be fully justied. Moreover, today’s young scientists and

students – those who are securing high positions for Chinese science and education in international rankingsare

– precisely the individuals who have passed through this renewed and reformed Chinese school system.

Conclusions. The study conrms that the broad integration of the arts into school education has

contributed to the cultivation of a new generation of the country’s intellectual elite. For instance, science as a

pursuit of new knowledge about the world is impossible without creativity, the courage to innovate, openness

to diverse perspectives, attentiveness and focus, determination in achieving results, overcoming obstacles, and

solving problems. It is precisely these essential personal qualities that are nurtured through engagement with

the arts and artistic activities, which the younger generation of Chinese citizens has been exposed to from early

childhood in various integrated forms.

Keywords: People’s Republic of China, education, integrative approach, science, ranking, research, arts

Problem statement and its connection to

important scientic or practical tasks. When the

globally renowned academic publishing company

Springer Nature released its latest annual Nature

Index 2025 in June 2025 (Crew, 2025; Plackett, 2025;

Springer Nature, 2025), the data had the effect of a

bombshell. Scientic institutions and universities,

ministries and think tanks, social media platforms,

and science bloggers examined the ranking almost

under a microscope, analyzing and commenting on

it (see, for example: Опубліковано Nature Index

2025 (2025); Harle & Zinin, 2025; Nature Index

2025, 2025; The Economist, 2025). According to the

Nature Index 2025, for the second consecutive year,

China holds the top position in the global ranking

of scientic contributions by researchers from

various countries and territories – by a staggering

margin.

The fact of China’s rapid socio-economic and

scientic growth is particularly striking when

one considers the complex path the country has

traversed over its 75-year history. At the same

time, China’s success story along this challenging

path may serve as an example for Ukraine’s post-

war recovery. In particular, the success of the

PRC in building its education system – and, on

its foundation, a robust scientic sector – should

become the subject of in-depth critical study and

creative application in the process of rebuilding

and developing Ukraine’s educational system and

scientic infrastructure after the war.

Analysis of the main studies and publications.

Аs early as 2002, UNESCO, in its programmatic

document «Learning to be: A holistic and

integrated approach to values education for

human development … toward international

understanding and a culture of peace» (UNESCO,

2002), placed on the agenda the need for

fundamental changes in educational methodology,

theory, and practice, recognizing certain aws

in the development of human civilization as a

whole. The primary focus was on shifting from

the formation of a purely utilitarian worldview

to fostering a holistic worldview in children and

youth (UNESCO, 2002), particularly through the

means of art.

The exceptional role of art in shaping personal

qualities relevant to the modern world has been

recognized and widely utilized not only by school

educators. Many HR professionals, business

leaders, and personal development coaches highly

value artistic experience as a pathway to acquiring

leadership qualities (Acharya, 2021; Albrecht, 2018;

The benets of social-emotional learning through

the arts, 2018; Bonnici, 2023; McCann, 2016; Odinga-

Svanteson & Galma, 2023; Springborg, 2010; What

business can learn from art, 2012, etc.).

In Ukrainian education, integration processes

began with interdisciplinary connections,

primarily as a manifestation of intra-sectoral

integration. In the eld of natural sciences, for

example, these included interdisciplinary links

between mathematics and physics, physics and

astronomy, biology and chemistry, and later

mathematics and computer science. In the arts,

interdisciplinary connections were implemented

between music and visual arts, literature and music,

literature and visual arts, and others. The next step

involved the development and dissemination of

integrated academic subjects, one example being

the integrated course “Art.”

In Ukraine, the inspiration and active driver of

integration in school arts education was L. Masol,

who, in our view, essentially led this movement

(Масол, 2019; 2020; Masol, 2020).

Comparative studies by Ukrainian scholars

introduced domestic educators to the experience

of arts integration in foreign countries. For

instance, L. Masol (Масол, 2019, p. 8) found that

in Belgium’s six-year primary school, as part

of a broad implementation of integrated arts

education, traditional single-subject blocks such as

music, drawing, dance, and drama are combined.

Polish school curricula not only merge music and

visual arts into a single integrated course but also

establish broad cross-sectoral links between the

arts and language, natural sciences, and even

physical education. In the United States, schools

in many states are moving toward combining

individual single-subject arts courses under an

integrated “aesthetic umbrella” (Чжао Бейбей,

2023, p. 70).

Of course, we are aware that the issue of

educational integration research cannot be limited

to the arts sector alone. We have previously

attempted to outline the most relevant directions

of integration in Ukrainian education (Чжао Бей-

бей, 2023, p. 70): practice-oriented developments

on integrating sustainable development ideas into

the educational process of the New Ukrainian

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117

School (Байдаченко, 2021); integration in school

science education (Засєкіна, 2020); preparing

future teachers for integrated teaching (Побе-

рецька, 2021); forming a holistic worldview in

students through integrated learning (Попова,

2021a); using innovative teaching tools based on

interdisciplinary integration (Попова, 2021b);

intra-subject integration in language and literature

classes (Ціко, 2021); and developing mathematical

competence in literature lessons (Щербатюк,

2021).

Together with our co-authors – doctoral

students from China who are also instructors

of arts disciplines at Chinese colleges (Го Іцзян,

Чжан Хао, et al., 2020) – we have previously

analyzed the regulatory documents governing

the functioning of the education sector in the PRC.

We concluded that there is a clear trend toward

large-scale integration in contemporary Chinese

arts education. The article by K. Yuryeva (Юр’єва,

2021), as well as the work by Zhao Beibei (Чжао

Бейбей, 2023), focuses on interdisciplinarity and

complexity as key methodological foundations for

the development of Chinese education. This thesis

is supported by the latest version of the Compulsory

Education: Art Curriculum Standards (hereinafter

referred to as the Standards), adopted by the

Ministry of Education of the PRC in 2022 (中华人

民共和国教育部 [Chinese Ministry of Education],

2022).

The purpose of this article is to review the

outcomes of the educational policy implemented

by the People’s Republic of China in the 21st

century, aimed at developing basic literacy among

the younger generation within the framework

of the compulsory nine-year education system,

particularly through the integration of arts

education.

Виклад основного матеріалу. The emergence

of the term “basic literacy” in ocial documents

of the People’s Republic of China regulating the

functioning of the national education system,

along with the formulation of the corresponding

concept, became a kind of culmination of the

development of compulsory education during

the years that scholars of Sinology and experts in

Chinese history most often refer to as the period

of reform and opening-up. This period began in

December 1978, when the Central Committee of

the Communist Party of China, at its Third Plenary

Session of the 11th Central Committee, adopted

what can justiably be called a historic decision.

After a decade of the infamous Cultural Revolution

(无产阶级文化大革命, Wuchan jieji wenhua

dageming, 1966–1976), the country launched the

Policy of Reform and Opening-Up.

As a result of steadfast adherence to this

course over the next 45 years, China experienced

rapid economic growth. According to the United

Nations Statistics Division (UNSD), the country’s

GDP per capita rose from 171st to 70th place

globally, and its share in the world economy,

according to the World Bank, increased from 3.05%

in 1978 to 31.53% in 2016 (see Yuan Zhenguo, 2018,

p. 5). Since 2010, the People’s Republic of China

has held the position of the world’s second-largest

economy. According to the Global Economic

Monitor by the World Bank (https://databank.

worldbank.org/source/global-economic-monitor),

by the end of 2024, China’s gross domestic product

(GDP) reached $18.73 trillion, second only to the

United States with a GDP of $29.18 trillion.

A crucial component –and equally important

driver – of this unprecedented rise in global history

has been the education system. Chen Baosheng,

Minister of Education of the PRC from 2016 to 2020,

in a statement marking the 40th anniversary of the

Reform and Opening-Up Policy (Chen Baosheng,

2018), cited gures from 1978 that, when compared

with current statistics from the National Bureau

of Statistics of China (2025), are striking: in 1978,

only 60% of primary school graduates continued to

secondary education, whereas today the coverage

of compulsory nine-year education stands at

95.5%. In the same year, the total number of higher

education students was 856,000, with only 10,000

graduate students nationwide (Chen Baosheng,

2018). In 2024, Chinese universities enrolled 4.095

million master’s and PhD students, along with

38.913 million undergraduate students (National

Bureau of Statistics of China, 2025).

Statistical data from various ocial sources

–including the Ministry of Education of the PRC

and the National Bureau of Statistics of Chindicate

that during the implementation of the Reform

and Opening-Up Policy, China experienced an

exceptionally rapid increase in educational

coverage across all levels (see: Yuan Zhenguo,

2018, pp. 5–6; Ministry of Education, 2023; National

Bureau of Statistics of China, 2025).

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Professional Art Education

The curriculum for compulsory nine-year

education in the People’s Republic of China (a rough

equivalent of basic general secondary education in

Ukraine) denes educational goals, content, and

core learning requirements. It reects the will of

the state and plays a key role in fostering morality

and the holistic development of the individual.

The Experimental Program for the Development

of General Education Curricula, published in 2001

(中华人民共和国教育部 [Ministry of Education of

the People’s Republic of China], 2001), clearly

stated: “Change the curriculum structure that

places excessive emphasis on subjects, includes

too many subjects, or lacks integration,” and

proposed the “creation of comprehensive courses”

(中华人民共和国教育部 [Ministry of Education of

the People’s Republic of China], 2001). Thus, we

can conclude that in the new millennium, Chinese

education embarked on a path of deep integration

of educational content and a comprehensive

approach to structuring academic disciplines.

The next step was the publication of a

document highly relevant to our study: Notice on

the National School Arts Education Development

Plan (2001–2010) (中华人民共和国教育部 [Ministry

of Education of the People’s Republic of China],

2002). We have every reason to assert that from this

point onward, the development of arts education

in Chinese schools has remained a consistent

focus of national leadership. This is evidenced, in

particular, by our in-depth analysis of legislative

and regulatory documents issued by the highest

authorities of the People’s Republic of China in

subsequent years (Го Іцзян, Чжан Хао, et al., 2020;

Юр’єва, 2021).

When the trial period for implementing

the new curriculum structure and content

concluded, the Outline of China’s National Plan

for Medium- and Long-Term Education Reform

and Development (2010–2020) was released in July

2010 (中华人民共和国中央政府 [The Central People’s

Government of the People’s Republic of China],

2010). This document contained more specic

provisions regarding curriculum integration. From

the perspective of integration, it outlined three key

requirements:

1. To clarify and integrate curriculum

objectives for each subject, focusing on the overall

development of primary and secondary school

students, ensuring a solid foundation for lifelong

learning, and laying the groundwork for innovation

and creativity;

2. Schools were expected to establish

comprehensive courses. For example, some

schools were to develop integrated arts courses

that systematically combined two disciplines –

visual arts and music;

3. The document emphasized interdisciplinary

teaching methods, including self-directed learning,

collaborative learning, and inquiry-based learning

(中华人民共和国中央政府 [The Central People’s

Government of the People’s Republic of China].

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Table 1

Achievements of the PRC education system

Indicators 1981* 2016* 2022** 2024***

Preschool education coverage 12,62% 77,4% 89,7% data is

missing

Coverage of compulsory nine-year education з 1986 р. 93,4% 95,5% 95,9%

Upper secondary education coverage 39,56% 87,5% 91,6% 92,0%

Higher education coverage 1,6% 42,7% 59,6% data is

missing

Created by the authors based on: * – Yuan Zhenguo, 2018;

** – Ministry of Education, 2023;

*** – National Bureau of Statistics of China, 2025

The Curriculum Standards for Compulsory

Education: Chinese and Other Subjects (2011

Edition), published in 2011 (中华人民共和国教育

部 [Ministry of Education of the People’s Republic

of China], 2011), adhered to the previously

chosen direction of reform, implemented

advanced educational concepts, and made a

positive contribution to improving the quality of

compulsory education. The widespread promotion

of compulsory education shifted the public demand

from “access to education” to “access to quality

education.” The developers of the standards called

for further clarication of “what to teach, how to

teach, and why to teach.”

In 2014, the Ministry of Education of the PRC, in

its document Opinions of the Ministry of Education

on Comprehensively Deepening Curriculum

Reform and Implementing the Fundamental Task

of Establishing Virtue in People, for the rst time

introduced the concept of a basic literacy system (

中华人民共和国教育部 [Ministry of Education of the

People’s Republic of China], 2014).

With a certain degree of approximation, basic

literacy can be considered equivalent to the concept

of competence as dened in Clause 1.5, Article 1 of

the Law of Ukraine “On Education”: “Competence

is a dynamic combination of knowledge, skills,

abilities, modes of thinking, views, values,

and other personal qualities that determine a

person’s ability to successfully socialize, engage in

professional and/or further educational activities”

(Про освіту, 2017). Moreover, basic literacy may

be dened as a key or integral life competence of

an individual.

In September 2015, Article 8 of the document

Opinions of the General Oce of the State

Council on Comprehensively Strengthening and

Improving School Aesthetic Education (国务院

办公厅 [Oce of the State Council], 2015) stated

the need to “strengthen the penetration and

integration of aesthetic education.” The authors

of the document aimed to actively explore and

vigorously incorporate artistic resources into

various disciplines and social-practical activities,

to identify existing progressive resources and

develop new ones for teaching interdisciplinary

arts courses, and to integrate aesthetic education

into nearly all subjects of the compulsory education

curriculum. The goal of such integration is to

foster, through art and artistic activities, the best

personal qualities in children and youth – those

traits commonly referred to as soft skills.

This heightened attention by the Chinese state

to the development of soft skills among its citizens

is driven by the need to stimulate innovation and

creativity across all sectors of society, including

science, technology, and industry, in order to

advance the ambitious goal of becoming the

world’s largest economy by 2050.

It is no coincidence that art has been chosen

as perhaps the most important tool for cultivating

innovation, creativity, and the full range of soft

skills – qualities essential for the country’s forward-

looking development. Artistic activities such as

drawing, making music, writing poetry, dancing,

and dramatization provide individuals with:

• The courage to create new, even imperfect

things;

• Openness to diverse perspectives;

• Creativity that aids in problem-solving;

• Attentiveness and the ability to concentrate

on the process;

• Determination in achieving results,

overcoming obstacles, and solving problems;

• And ultimately, a joy for life (Albrecht,

2018).

In today’s world, science and technology

are advancing daily, new internet media are

rapidly gaining popularity, and people’s lifestyles,

learning, and work are constantly evolving. The

environment in which children and adolescents

grow up is undergoing profound changes, and

the training of qualied professionals faces new

challenges. Therefore, compulsory education

curricula must keep pace with the times, be

regularly reviewed, and continuously improved.

Today, interdisciplinarity and

comprehensiveness have become key trends in the

development of education in the People’s Republic

of China. This is particularly emphasized in the

document Compulsory Education: Art Curriculum

Standards, approved by the Ministry of Education

of the PRC in 2022 (中华人民共和国教育部 [Chinese

Ministry of Education], 2022).

In line with its innovation-oriented approach,

the Standards both inherit the successful national

experience of curriculum development and

incorporate advanced international educational

concepts to further deepen curriculum reform.

The Standards enhance the comprehensiveness

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and practicality of the curriculum, promote the

reform of teaching methods for children and

youth, and focus on the development of students’

basic literacy. Special attention is given to

addressing students’ individual learning needs and

diversifying the content and methods of instruction

in arts education.

The Standards dene that the study of arts

courses within compulsory education contributes

to the achievement of the following learning

outcomes by students:

1. The ability to perceive, discover, feel, and

appreciate the beauty of art, nature, life, and society

– that is, the capacity for aesthetic perception.

2. The ability to use media, technology,

and unique artistic language for expression and

communication, to demonstrate rich imagination

and gurative thinking in creating works of art –

artistic expression.

3. Developed innovative thinking, active

participation in artistic activities such as creation,

performance, presentation, production, etc., the

ability to identify and solve problems – creative

practice.

4. Understanding the profound cultural

heritage of one’s own country, inheriting the

high traditional culture of China, cultural self-

condence, and a sense of unity within the Chinese

nation.

5. Understanding the history and cultural

traditions of different regions, nations, and

countries; recognizing the connection between

culture and the building of an international

community with a shared future for humanity;

and demonstrating respect, understanding, and

tolerance for cultural diversity (中华人民共和国教

育部 [Chinese Ministry of Education], 2022).

In accordance with the developmental patterns

of children’s physiological and psychological

growth, as well as the principles of arts pedagogy

and creativity education, the Standards introduce

compulsory arts courses in stages:

• Stage 1 (Grades 1–2): Primarily synthetic

artistic activities that ensure a smooth transition

from the integrated arts experiences of

kindergarten to subject-based courses in primary

school.

• Stage 2 (Grades 3–7): Focuses on music

(singing and instrumental) and visual arts,

organically integrated with related art forms (e.g.,

basic design), laying the foundation for acquiring

more complex basic knowledge and skills in the

arts.

• Stage 3 (Grades 8–9): Offers an integrated

arts course that includes compulsory subjects such

as music, visual arts, dance, drama (including

opera), lm, and television (including digital media

arts).

The organization of arts education throughout

the school years enables students to master one

or two artistic specializations, ensuring a smooth

transition to higher education, where modular

arts education is mandatory for all majors without

exception.

Thus, arts education in contemporary

Chinese schools is currently implemented through

integration at multiple levels:

1. integration of arts courses;

2. integration of the arts with other academic

disciplines;

3. integration of classroom-based and

extracurricular or out-of-school artistic activities.

Art and artistic activity are regarded as

exceptionally powerful tools for developing an

individual’s basic literacy – a set of qualities, traits,

and abilities that are highly relevant in today’s

society.

The effectiveness of efforts to modernize

national education at all levels – particularly

through an integrative approach that actively

incorporates the educational and developmental

potential of arts disciplines and artistic activities

– is evidenced by the results of international

educational assessments and rankings.

Chinese schoolchildren consistently

demonstrate high performance in the Programme

for International Student Assessment (PISA).

Conducted every three years since 2000 by the

Organisation for Economic Co-operation and

Development (OECD), PISA assesses the ability of

15-year-old students to apply knowledge and skills

in three core subjects: mathematics, science, and

reading.

The PRC made its debut in PISA in 2009, with

students from Shanghai participating. These rst-

time participants not only achieved outstanding

results – surpassing those of all other countries –

but repeated their success in 2012.

In 2015, students from Beijing and the provinces

of Jiangsu and Guangdong joined their peers

Professional Art Education Volume 6 (1) 2025

Scientic Journal

121

from Shanghai. In the 2018 assessment, students

from Zhejiang replaced those from Guangdong.

The B-S-J-Z (Beijing–Shanghai–Jiangsu–Zhejiang)

China team once again outperformed all other

participating regions in mathematics and science,

with only Singapore achieving comparable results

in reading (Ministry of Education, 2019).

In recent years, Chinese universities have

also ranked highly in the World University

Rankings. Our analysis of data from the 2021 to

2025 editions is presented in Table 2 (see). Notably,

in 2021, Tsinghua University became the rst

Asian university to enter the global top 20 under

the current ranking methodology, which was

introduced in 2011.

It is worth noting that over the past ve years,

the rankings have included between 1,500 and

over 2,000 of the world’s top universities each year:

• 2021 – over 1,500 universities from 93

countries and regions;

• 2022 – over 1,600 universities from 99

countries and regions;

• 2023 – 1,799 universities from 104 countries

and regions;

• 2024 – 1,907 universities from 108 countries

and regions;

• 2025 – over 2,000 institutions

from 155 countries and territories

(World University Rankings 2021, 2022, 2023, 2024,

2025).

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Table 2

Dynamics of leading universities in the PRC rankings in the world rankings from 2021 to 2025 *

University Location

World university rankings

2021 2022 2023 2024 2025

Tsinghua University Beijing 20 16 16 12 12

Peking University Beijing 23 16 17 14 13

Fudan University Shanghai 70 60 51 44 36

Zhejiang University Hangzhou, Zhejiang 94 75 67 55 47

Shanghai Jiao Tong

University

Shanghai 100 84 52 43 52

University of Science

and Technology of

China

Hefei, Anhui 87 88 74 57 53

Nanjing University Nanjng, Jiangsu 111 105 95 73 65

Wuhan University Wuhan, Hubei 301–350 157 173 164 134

Beijing Normal

University

Beijing 301–350 251–300 251–300 177 146

Harbin Institute of

Technology

Harbin 401–500 501–600 351–400 168 152

* Created by the authors based on World university rankings 2021, 2022, 2023, 2024, 2025, and

Best universities in China 2025

Yuan Zhenguo (2018) draws a well-founded

conclusion that the development of education has

led to signicant changes in the structure of the

country’s human resources: the average years

of schooling among the population aged 16 to 59

increased from less than 5 years in 1981 to 10.35

years in 2016. In parallel, according to the National

Bureau of Statistics of China, the proportion of the

population with higher education rose from 0.58%

in 1982 to 12.44% in 2015. In 1990, the expected

years of schooling for Chinese citizens was 8.8

years, ranking 119th globally. By 2015, this gure

had increased by 1.5 times to 13.5 years, raising

China’s position to 83rd in the global ranking (see

Yuan Zhenguo, 2018).

Ultimately, this year’s Nature Index 2025

(Crew, 2025; Plackett, 2025; Springer Nature,

2025) has demonstrated, among other things, the

creativity and professionalism of young Chinese

researchers. These are precisely the individuals

who were educated in the reformed Chinese school

system of the 21st century and who now staff

laboratories, research institutes, and university

research departments, actively contributing to

scientic publishing.

The Nature Index has a ten-year history. Its

methodology involves calculating the contributions

of researchers from different countries and

institutions to articles published during the

calendar year in 145 of the world’s most prestigious

journals in the natural sciences and medicine.

Independent experts in these elds compile and

regularly update the list of journals to ensure

objectivity. The rst Nature Index was published

in 2016. At that time, the top ten institutions were

predominantly from the United States and Europe,

with only two institutions from other regions:

the University of Tokyo (Japan) and the Chinese

Academy of Sciences (CAS).

However, the situation has changed

dramatically over time. According to Nature Index

2025, only three Western institutions remain in

the top ten: Harvard University, the French Centre

National de la Recherche Scientique (CNRS), and

the Max Planck Society (Germany). Eight of the top

ten positions are now held by Chinese institutions

and organizations. Phys.org editor Sadie Harley

and columnist Andrew Zinin (Harle & Zinin, 2025)

quote the editor-in-chief Nature Index, Simon

Baker: “The data reect a profound shift in the

global research landscape. China’s continued

investment in science and technology is translating

into rapid, sustained growth in high-quality

research output, which, in areas such as physical

sciences and chemistry, is now far outstripping

previously dominant Western nations, including

the US.” (Harle & Zinin, 2025).

The Economist (2025) emphasizes the economic

basis of China’s scientic success and notes:

The shift reects a real and rapid improvement

in China’s research capabilities. Over the past decade

the country has increased its spending on research and

development by roughly 9% annually in real terms. In

2023, adjusting for purchasing power, China outspent

both America and the European Union on combined

government and higher-education R&D. The country has

also drawn back many Chinese researchers who were

once based abroad, a cohort known as haigui (sea turtles),

a homophone for “returning from across the sea”.

All this has paid off. The country now publishes

more high-impact papers (those in the most-highly

cited 1%) than either America or Europe. In elds like

chemistry, engineering and materials science the country

is now considered a world leader. China also produces a

huge volume of high-quality computer-science research.

Zhejiang University, fourth in the 2025 index, was the

alma mater of Liang Wenfeng, the founder of DeepSeek,

China’s cutting-edge articial-intelligence (AI) company.

(The Economist, 2025).

K. Yuryeva (2023) previously encountered

a similar situation while conducting a statistical

analysis of publications dedicated to the issue

of articial intelligence in education. For this

analysis, the researcher selected publications

from 2020 to 2023 that were indexed in one of the

most authoritative bibliometric databases – Web

of Science. We have now summarized the results

obtained at that time in Figure 1.

The results of Nature Index for 2024 and 2025

have also been visualized in diagrams (g. 2 & g.

3). As a basis, we used the adjusted shares of the

top twenty countries in the ranking. A country’s

adjusted share in the Nature Index reects its

contribution to scientic publications included in

the Nature database. This indicator accounts not

only for the absolute number of publications but

also for factors such as the size of the scientic

community, research funding, and others. It

enables a more accurate comparison of scientic

productivity across countries, regardless of their

size or number of researchers.

Professional Art Education Volume 6 (1) 2025

Scientic Journal

123

124

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Professional Art Education

Fig. 1. The number of open access articles on the issue of articial intelligence in education on the Web of

Science platform (2020–2023) by country

Created by the authors based on К. Yuryeva (2023)

Fig. 2. Adjusted country shares in the Nature Index 2024

Created by the authors based on B. Plackett (2024) & Springer Nature (2024)

Conclusions. A comparison of the presented

data indicates that only the People’s Republic of

China has demonstrated consistent growth in the

inuence of its scientic publication activity in

recent years – an indicator of the effectiveness of

the country’s research efforts. Moreover, the pace

of this growth continues to accelerate.

Taking into account the results of international

educational assessments (PISA) and global

university rankings, we have grounds to conclude

that the course adopted by the PRC at the beginning

of the 21st century – to reform compulsory nine-

year education on the basis of integration – has

proven to be fully justied. Today’s young scientists

and students are precisely those who have passed

through this renewed and reformed Chinese school

system. Furthermore, the broad integration of the

arts into school education has also contributed to

the formation of a new generation of the country’s

intellectual elite.

After all, science – as a pursuit of new

knowledge about the world – is impossible without

creativity, the courage to innovate, openness

to diverse perspectives, attentiveness and

concentration, determination in achieving results,

overcoming obstacles, and solving problems. It is

precisely these essential personal qualities that are

nurtured through art and artistic activity, which

the younger generation of Chinese citizens has

been engaged in since early childhood through

various integrated forms.

The prospects for further research lie in

identifying trends in the expansion of directions,

methods, and forms of integrating the arts into

the educational and scientic spheres of Chinese

society.

Professional Art Education Volume 6 (1) 2025

Scientic Journal

125

Fig. 3. Adjusted country shares in the Nature Index 2025

Created by the authors based on B. Plackett (2025) & Springer Nature (2025)

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Scientic Journal

131

Надійшла до редакції / Received: 14.05.2025

Рекомендовано до друку / Accepted: 23.06.2025

132

ФОРМУВАННЯ БАЗОВОЇ ГРАМОТНОСТІ

КИТАЙСЬКИХ ШКОЛЯРІВ НА ЗАСАДАХ ОСВІТНЬОЇ

ІНТЕГРАЦІЇ МИСТЕЦТВ: ОГЛЯД ДОСЯГНЕНЬ ЗА

ЧВЕРТЬ СТОЛІТТЯ

здобувач третього (освітньо-нау-

кового) рівня вищої освіти ХНПУ

імені Г.С.Сковороди

Харків, Україна

email: yuryeva.ka@hnpu.edu.ua

https://orcid.org/0000-0002-9561-9935

доктор педагогічних наук, професор

кафедри музичного мистецтва ХНПУ

імені Г.С.Сковороди

Харків, Україна

email: yuryeva.ka@hnpu.edu.ua

https://orcid.org/0000-0001-6403-9973

Мета дослідження полягає в огляді результатів реалізації освітньої політики Китайської

Народної Республіки в ХХІ столітті, спрямованої на формування в молодого покоління базової

грамотності в системі обов’язкової дев’ятирічної освіти, зокрема на основі освітньої інтеграції

мистецтва.

Методи. В основу методології дослідження покладено аналіз і зіставлення численних дже-

рел різного характеру: нормативних державних документів, що регламентують функціонуван-

ня системи освіти Китайської Народної Республіки – документів Державної Ради, Центрального

народного уряду і Міністерства Освіти КНР, освітніх стандартів КНР різних поколінь, зокрема

й мистецького спрямування, (2001, 2011, 2022); міжнародних організацій – UNESCO, OECD, The

World Banc; статистичних даних від Національного бюро статистики Китаю (National Bureau of

Statistics of China), Global Economic Monitor; результатів міжнародних освітніх досліджень (PISA)

і рейтингів (World university rankings); світового наукового рейтингу Nature Index; контенту на-

укометричних платформ Nature та Web of Science; публікацій у науково-педагогічній пресі КНР

і України; контенту профільних сайтів. Для аналізу, зіставлення та узагальнення численних

статистичних даних і результатів досліджень та рейтингів автори, з-поміж іншого, створили

аналітичні таблиці та діаграми.

Результати. Здійснене порівняння даних Nature Index останніх років свідчить, що серед

двадцяти країн-лідерів лише Китайська Народна Республіка демонструє стійке зростання впли-

вовості науково-публікаційної активності як показника ефективності науково-дослідної роботи

країни. Зіставлення показників 2024 і 2025 років засвідчило, що темпи такого зростання лише

підвищуються. Аналіз результатів міжнародного освітнього дослідження PISA і World university

rankings за декілька років надав підстави для висновку, що обраний Китайською Народною Ре-

спублікою на початку ХХІ століття курс на реформування обов’язкової дев’ятирічної освіти на

засадах інтеграції цілком виправдав себе. Більше того, сьогоднішні молоді вчені і студенти, які

забезпечують високі позиції китайської науки та освіти в міжнародних рейтингах, – це саме ті,

хто пройшов через цю оновлену й реформовану китайську школу.

Висновки. Дослідження довело, що широка інтеграція мистецтва в шкільну освіту зроби-

ла свій внесок у виховання нової генерації інтелектуальної еліти країни. Наука як пошук нових

знань про світ неможлива без креативності, сміливості створювати нове, відкритості до різних

точок зору, уважності й концентрації, цілеспрямованості у досягненні результату, подоланні

перешкод, розв’язанні проблем. Вихованню цих важливих особистісних рис сприяє мистецтво і

мистецька діяльність, до яких молоде покоління громадян Китаю залучають з самого дитинства

у різноманітних інтегрованих формах.

Ключові слова: Китайська Народна Республіка, освіта, інтегративний підхід, наука, рей-

тинг, дослідження, мистецтво

DOI https://doi.org/10.34142/27091805.2025.6.01.11

Volume 6 (1) 2025

Professional Art Education