Research and Development of Dual Tutors in Chinese -Belarusian Art Education

Abstract

This study examines the development, current practices, and reform needs of the dual tutoring system in art education in China and Belarus. Drawing on policy discussion, theoretical analysis, illustrative cases, and survey evidence, it first clarifies the concept and educational rationale of dual tutoring, understood as a collaborative training model that combines the guidance of on-campus and off-campus mentors in order to strengthen the integration of theoretical learning and practical training. On this basis, the study compares the present condition of art education in the two countries and argues that, although related practices have gradually emerged in China, the dual tutoring model in art education remains underdeveloped overall and is even less institutionalized in Belarus. The analysis identifies several major problems in current implementation, including weak teacher-student matching, unclear responsibilities for off-campus mentors, insufficient coordination between the two sides of supervision, and limited student initiative in seeking academic and practical guidance. The survey results further show that communication between students and mentors is often infrequent or irregular, while a considerable proportion of students tend to solve problems independently rather than actively consulting tutors. In response, the article proposes a set of reform measures, including standardizing the selection of off-campus mentors, improving institutional incentives and supervision mechanisms, clarifying the division of mentoring responsibilities, and strengthening cooperation between universities and external practice institutions. The study argues that a more systematic and better coordinated dual tutoring framework can improve practical competence, professional development, and the overall quality of art education in both China and Belarus.