<p>This paper examines the current state of societal aesthetic education in 37 primary and secondary schools in Guangzhou, China. The study investigates the mediating role of aesthetic education construction in students’ learning and identification with aesthetic courses, as well as the influence of students’ self-efficacy in aesthetic education performance within the context of campus/family aesthetic culture. A preliminary distribution of questionnaires totaled 1,130, with 1,125 being valid samples. The main distribution involved 16,000 questionnaires, yielding 15,707 valid responses (a response rate of 98.16%). Additionally, 50 questionnaires were distributed to teachers, with 22 valid samples collected (a response rate of 44.00%), bringing the total number of valid samples suitable for data analysis to 15,727. The findings indicate that gender significantly affects variables related to aesthetic education. Students’ cultural and social capital significantly impact their performance in aesthetic education. Implementing implicit curricula can enhance students’ identification with aesthetic education, thereby improving their grades in these subjects. Thus, enhancing students’ self-efficacy in the context of societal aesthetic education can lead to better outcomes in aesthetic education.</p>