Psychological Pressure Adaptation of Art Teachers in the Digital Age: An Empirical Analysis of AIGC Intervention in Art Education
Yanchi ChenAbstract
Objective
In the digital transformation era, art teachers face severe industry iteration pressure and teaching innovation burden, resulting in persistent psychological pressure and turbulent mental states, which seriously affect their professional state and mental health. This study explores the intervention effect of AIGC on art education, aiming to verify its practical value in reducing teachers’ psychological pressure and optimizing their mental health.
Subjects and Methods
This study selects front-line art teachers as empirical research subjects. It adopts questionnaire surveys, comparative experiments and statistical analysis to collect data on teachers’ teaching pressure, mental state changes and psychological adaptation level before and after AIGC-assisted teaching, focusing on variations in their mental health status.
Results
Reasonable AIGC intervention in art teaching effectively reduces repetitive teaching work and digital adaptation pressure of art teachers. It significantly alleviates long-term accumulated psychological pressure, improves anxious and fatigued mental states, and greatly enhances teachers’ overall mental health and professional well-being.
Conclusions
AIGC technology provides an effective new path for digital adaptation and psychological pressure adjustment of art teachers. Scientific application of AIGC can continuously stabilize teachers’ mental states, relieve occupational psychological pressure, maintain good mental health, and promote the sustainable and healthy development of art education in the digital era.
Acknowledgement
2024 Humanities and Social Sciences Planning Fund Project of the Ministry of Education: Applied Research on AIGC Empowering New Quality Productivity to Boost High-quality Development of Art Education (Project Approval No.: 24YJA760012); Supported Research Project on Vocational Education Theory and Practice of Vocational Education Development Center of the Ministry of Education in 2024: Research on the Coupling of Competency Model Construction and Training Path for High-skilled Talents Empowered by Digital Technology (Project Approval No.: JZYY25017).
Corresponding Author
Yanchi Chen, Jiangsu Maritime Institute, Nanjing 211100, China.