National People's Congress deputy Guo Aihe has proposed leveraging digital technology to nurture artistic sensibilities among rural children. As a master of Chinese arts and crafts and director of the Luoyang Tri-color Art Museum, Guo has long been dedicated to rural aesthetic education, preserving tri-color ceramic techniques while fostering artistic dreams among village youth. During this year's Two Sessions, he submitted a proposal urging the integration of digital arts education in rural schools into national rural revitalization key projects, aiming to bridge the urban-rural aesthetic education divide through digital means and create accessible art learning pathways for rural children.
Guo's proposal draws from years of practical experience in Luoning County, Luoyang City, Henan Province. Since initiating the "Small Hands Painting Tri-color" program in 2011, he has organized thirteen consecutive editions, collecting over 120,000 children's artworks and benefiting more than 600,000 youngsters. Many participants have developed lasting passions for art, with some pursuing higher education and careers—demonstrating aesthetic education's profound impact on life trajectories. Additionally, Guo has established "aesthetic education classrooms" in county schools, donated 32 large outdoor digital screens, and organized study tours for thousands of rural teachers and students, opening artistic doors through diverse approaches.
As founder of the Luoyang Tri-color (International) Ceramic Village, Guo integrates tri-color art with rural landscapes by creating art parks that root aesthetic education in local soil. Through deep engagement, he has identified critical challenges: most rural schools suffer from insufficient art teachers and weak professional capabilities, leading to irregular, inadequate, and low-quality art courses. Children in remote areas lack access to quality art education, exacerbating urban-rural resource disparities. These findings intensified Guo's sense of responsibility as a cultural inheritor and motivated his search for solutions.
Guo views digitalization as the most equitable and efficient approach to addressing rural aesthetic education shortcomings. He emphasizes that art education should transcend textbooks and canvases—internet connectivity and screens can overcome geographical and instructional barriers by delivering museum resources, masterclasses, and expert lectures to every rural school. This method offers low cost, rapid implementation, and broad coverage while being popular among children and socially endorsed. Aligned with China's digitalization strategy and national policies on aesthetic education and rural revitalization, incorporating digital arts education into key projects would support talent and cultural development in rural areas.
Guo's proposal outlines systematic implementation pathways: joint directives from the National Rural Revitalization Administration, Ministry of Education, and Ministry of Finance to designate rural school digital aesthetic education as a priority; creation of a unified national digital resource system with free high-quality courses and localized content reflecting rural culture; nationwide hardware coverage integrating digital devices into school infrastructure; and sustainable mechanisms for teacher training, urban-rural partnerships, and online mentorship by renowned artists.
With over four decades in tri-color art, Guo firmly believes in aesthetic education's transformative power. He regards it not merely as teaching art skills but as a foundational project cultivating compassionate, tasteful, and innovative future builders for rural China—critical for both children's development and rural revitalization. As an NPC deputy, Guo integrates his artistic mission with public service, advocating for digital empowerment to equip rural children with aesthetic perception, emotional appreciation, and creative abilities, ensuring enduring cultural vitality in harmonious countryside development.