China’s countryside is rich in cultural heritage. It is an important engine for rural development and revitalization. How to improve the tourists’ satisfaction with their aesthetic experience, raise the revisit rate and loyalty, and provide new methods and ideas for re-understanding the tourism experience is a topic worth discussing. This study chose Zoumatang Village in Ningbo, China, as the research target, and explored the important factors affecting tourists’ satisfaction with the aesthetic experience of their visit. Through a literature review and eight experts applying the Delphi method, this paper develops a framework of important criteria for the Zoumatang Village aesthetic experience. It then ranks their importance and causal relationships using the DEMATEL-based ANP method. It also combines 16 important factors for tourist satisfaction to explore improvement measures. The research results show that pleasure is the most critical factor of the aesthetic experience offered by Zoumatang Village with interactivity, variety, associability, sociability, and stewardship as factors that need to be improved given that naturalness lies at the heart of tourists’ aesthetic experience. The evaluation model of this study can provide a reference for improving the aesthetic experience of Zoumatang Village in particular, and the research methods and ideas for rural tourism development planning and integrated marketing in general. The findings can be used when investigating aesthetic experience, questionnaire making, and evaluation optimization related to tourism.

The Professional Learning Community (PLC) has an interdisciplinary focus on the humanities, arts, and technology. In order to explore the impact of peer coaching on the learning outcomes of eight university faculty members involved in the PLC for ‘cultivating future design talents through inquiry-based learning’, to develop an innovative approach for the university faculty members professional growth. A qualitative case study approach through six professional development courses with a dynamic revision process, participant observation and in-depth interviews to determine the potential of peer coaching as a tool for PLC teachers. It shows that peer coaching facilitated collaborative learning and positively contributed to PLC teachers' co-construction of knowledge in relation to Inquiry-Based Learning teaching approaches. The study found four processes of course-driven professional development and shows that multiple roles of PLC teachers, the PLC group dynamics, and online peer interaction are important issues in the post-COVID-19 era.