The article addresses the pressing issue of developing piano performance skills among Chinese university students with varying levels of prior training. Over the past few decades, the demand for higher music education in China has grown due to the versatility of the piano and the shortage of qualified pianists. However, the diverse pre-university preparation levels of applicants pose significant pedagogical challenges – from difficulties in forming study groups to gaps in technical and music-theoretical foundations. In their research, the authors analyse the key components of performance skills, including technical, music-intellectual, auditory, mnemonic, psychological, and coordination skills. They compare Russian and Chinese pedagogical traditions, noting a shift in the Chinese school’s focus from virtuosity towards deeper artistic interpretation. The paper describes common teaching methods, ranging from posture and movement exercises to analytical techniques, as well as assessment formats – examinations by the Musicians’ Association, the Royal Academy of Music (UK), and Trinity. To address the identified problem, the authors propose an original educational model that integrates: differentiation and individualisation of the learning process; development of universal skills; use of digital technologies; mentorship system. This model takes into account the stages of skill acquisition, key principles, and educational resources. It helps to level out differences in students’ prior training and ensures high-quality professional preparation of pianists.