Teaching Quality Evaluation of Art Majors in Higher Education: An Integrated AHP-Fuzzy Comprehensive Evaluation Approach

[Background] Teaching quality evaluation in art education faces unique challenges due to its inherent subjectivity and multidimensional nature. [Objective] This study proposes an integrated approach combining Analytic Hierarchy Process (AHP) and fuzzy comprehensive evaluation method to assess art teaching quality in higher education. [Method] Data was collected from 300 undergraduate students across three academic years through structured questionnaires. The evaluation framework incorporated four primary dimensions: teaching content, teaching methods, teaching attitude, and teaching effects. [Results] Results revealed an overall teaching quality membership degree of 0.2322, with teaching content(weight 0.36) and teaching methods (weight 0.26) emerging as the most significant factors. Teaching attitude(weight 0.27, membership degree 0.18) and teaching effects (weight 0.11, membership degree 0.16) showed substantial room for improvement. [Conclusion] The findings demonstrate that this integrated approach provides a more systematic and objective evaluation mechanism for art teaching quality, offering specific insights for teaching enhancement and curriculum development. This study contributes to the methodological advancement of teaching quality assessment in art education and provides practical implications for educational administrators and policy makers.