在快速發展的社會中，藝術美學的影響力也日漸重要，因為它不只是知識層面更能幫助健全心靈的發育，而美學教育的重點在於培養不同觀點的覺察能力、發掘生活中的美感體驗。近年政策專注於中小學的美感培養，對大學生的美育關注程度低遠低於兒童及青少年，加上社會長期存有對藝術價值之懷疑，因此在高等教育機構中的美學推廣及素養發展也相當重要。綜合型大學是非藝術導向且教育體制靈活多變的，其美學教育更需要被理解及探討，國內外綜合大學都積極規劃相關活動等多種方式推廣美學教育，期望建立學生的美學素養。

本文以綜合型大學中的美學教育為中心，以成立超過二十年的成大藝術中心為例，探討該中心之規劃對學生的美學素養之發展歷程。透過研究發現，國內外綜合型大學的藝術美學教育會根據三種不同的組織架構，而有不同的活動與課程規劃。而綜合型大學之學生根據背景和學習經驗不同，會散落在能力發展歷程中的各個階段。各個階段之間存在拉力和推力而非單向移動，同儕和過去的教育經驗對學生造成重大影響，是移動的主要原因。由於綜合型大學的特性，在規劃美學教育時除了活動多元性，還要注意分眾溝通，因為不同階段的學生需要不同知識和資訊，多瞭解學生、傾聽他們的需求是最重要的。

In a rapidly developing society, the influence of aesthetics is becoming increasingly important, and it is not just about knowledge and skill but phronesis. Aesthetics education focuses on cultivating the awareness of different viewpoints and discovering the aesthetic experience in life. However, the policy has focused on the cultivation of aesthetics in primary and secondary schools in recent years, and the degree of attention to aesthetic education for college students is much lower than that of children and teenagers. In addition, society has long doubted the value of art in Taiwan; therefore, in addition to the aesthetic cultivation of primary and secondary schools, the promotion of aesthetics and literacy development is also vital in higher education institutions. Comprehensive universities are not arts-oriented, and the education system is modifiable and resilient; thus, their aesthetic education needs to be understood and discussed more. Comprehensive universities in Taiwan and abroad are actively promoting art and aesthetics in various ways in hopes of building students' artistic literacy.
This research focuses on aesthetic education in a comprehensive university and takes the NCKU Art Center, which has been established for more than 20 years, as an example, discussing Art Cent’s various activities and courses planning and students' development process of artistic literacy, to find out the push and pull force between stages in the Competence Development Process. Through research, it has been observed that the art and aesthetic education in comprehensive universities, both domestically and internationally, varies based on three distinct organizational structures, leading to different activities and curriculum planning.
Through questionnaire surveys and in-depth interviews, it has been found that students in comprehensive universities, based on their backgrounds and learning experiences, are scattered across different stages of the Competence Development Process. There are pull and push forces between these stages, leading to non-linear progression. Peer groups and past educational experiences have a significant impact on students, as the primary reasons for their movement from stages. Considering the characteristics of comprehensive universities, when planning aesthetic education, it is important to focus not only on the diversity of activities but also on targeted communication. Different stages of students require different knowledge and information. Understanding students deeply and listening to their needs are crucial.

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