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Nadiia Lavrentieva, Olena Spolska, Oksana Korol, Andrii Markovskyi, Victoria Tkachenko
DOI: https://doi.org/10.46502/issn.1856-7576/2023.17.02.20
Cómo citar:
Lavrentieva, N., Spolska, O., Korol, O., Markovskyi, A., & Tkachenko, V. (2023). Higher art education in the European Union:
Innovative technologies. Revista Eduweb, 17(2), 234-243.
https://doi.org/10.46502/issn.1856-7576/2023.17.02.20
Higher art education in the European Union: Innovative
technologies
Enseñanza artística superior en la Unión Europea: Tecnologías innovadoras
Nadiia Lavrentieva
nadijkamusic@gmail.com
https://orcid.org/0000-0003-4198-2330
PhD in Pedagogy, Teacher Department of Music, Faculty of Pedagogics, Kamianets – Podilskyi Ivan
Ohiienko National University, Ukraine.
Olena Spolska
olenadovbush84@gmail.com
https://orcid.org/0000-0002-2397-2035
Researcher ID: AFG-3448-2022
Scopus Author ID: 58120186400
Leading Specialist of the administration a graduate student of NACCKiM, Ternopil Volodymyr Hnatiuk
National Pedagogical University, Ukraine.
Oksana Korol
okskorol@gmail.com
https://orcid.org/0000-0001-6003-5887
Doctor of Philosophy (Art Critic), Associate Professor of The Department of Musical Art, Faculty of Culture
and Arts, Ivan Franko Lviv National University, Ukraine.
Andrii Markovskyi
Starwars3007@ukr.net
https://orcid.org/0000-0002-9499-4434
Dr. of science (Archtecture), Associate Professor Scientific Secretary of the Department of Plastic Arts
Synthesis, National Academy of Arts of Ukraine, Kyiv, Ukraine.
Victoria Tkachenko
viktoriya2001guitar@gmail.com
https://orcid.org/0000-0003-2558-2863
PhD in Art Studies, Associate Professor of the Department of Folk Instruments of Ukraine, Orchestral
Faculty, I.P. Kotlyarevsky Kharkov National University of Arts, Ukraine.
Recibido: 15/02/23
Aceptado: 31/03/23
Abstract
The modern development of information technologies has significantly influenced the transformations
in the system of learning and teaching in European institutions of higher education of art. The purpose
of the article is to analyze the use of innovative technologies in teaching methods in modern higher
art education in the countries of the European Union. General scientific methods of analysis and
synthesis were used to write the article. The results identified the main philosophical principles on
which modern principles of educational work are based, in particular the democratization of the
educational process, taking into account modern requirements in teaching and creative work. It has
been established that classical models of teaching activity are in crisis due to the use of digital
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technologies and digital education. In higher educational institutions of France, Germany, Austria, and
Latvia, art departments and universities use E-learning and engage temporary lecturers and artists to
conduct classes. Content analysis of syllabi and educational programs of art institutions and faculties
of higher education in the countries of the European Union was also carried out. The conclusions
emphasize the fact that in the educational environment of European countries, the formation of digital
and informational competence of students is emphasized.
Keywords: artistic higher education, European Union, digital technologies, pedagogical innovations,
digital competence.
Resumen
El desarrollo moderno de las tecnologías de la información ha influido significativamente en las
transformaciones del sistema de aprendizaje y enseñanza en las instituciones europeas de educación
superior de arte. El propósito del artículo es analizar el uso de tecnologías innovadoras en los métodos
de enseñanza en la educación superior de arte moderna en los países de la Unión Europea. Para
redactar el artículo se utilizaron métodos científicos generales de análisis y síntesis. Los resultados
identificaron los principales principios filosóficos en los que se basan los principios modernos del
trabajo educativo, en particular la democratización del proceso educativo, teniendo en cuenta los
requisitos modernos en la enseñanza y el trabajo creativo. Se ha establecido que los modelos clásicos
de actividad docente están en crisis debido al uso de las tecnologías digitales y la educación digital.
En los centros de enseñanza superior de Francia, Alemania, Austria y Letonia, los departamentos de
arte y las universidades utilizan el aprendizaje electrónico y contratan a profesores y artistas
temporales para impartir las clases. También se llevó a cabo un análisis del contenido de los planes
de estudio y los programas educativos de instituciones artísticas y facultades de enseñanza superior
de los países de la Unión Europea. Las conclusiones destacan el hecho de que en el entorno educativo
de los países europeos se hace hincapié en la formación de la competencia digital e informacional de
los estudiantes.
Palabras clave: enseñanza superior artística, Unión Europea, tecnologías digitales, innovaciones
pedagógicas, competencia digital.
1. Introduction
The development of educational processes in the XXI century. is characterized by the special
importance of humanistic social development, based on theoretical ideas, logical constructions, and
historical and methodological concepts, on the global difficulties of modern society and multi-vector
possibilities of design in the future. New interpersonal relations are accompanied by overcoming
complex problems, the exploration of new aspects of teaching skills, the growth of information
volumes, generalization, and the systematization of knowledge. At the same time, modern
requirements, still institutionalized in society, make more intense intellectual reflections on the future
and the prospects of humanity, which encourage a renewed interpretation of history, the
achievements of the past and contradictions, the heat of real realities. At the same time, we are aware
of a process in which the main achievement is not a complete and exhaustive description of the
educational phenomenon, but a call for new solutions and attempts to form theoretical images of the
future.
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Global challenges have also become palpable. The COVID-19 pandemic and related quarantine
restrictions, among other things, demonstrated that distance education is quite a full-fledged way of
achieving educational results. The use of digital methodologies for organizing the educational process
has shown effectiveness and promise for future use, but these processes require more detailed
analysis based on further research, as rapid changes of technological nature allow for adjustments
and updates of the educational process in the future.
Higher art education is not immune to these trends. In particular, the latest teaching methods have
combined with the potential of digital technologies, which has developed into a beneficial symbiosis
of pedagogical ideas and possibilities for their implementation. At the same time, the issues of
updating the system of art education, the study of developmental paradigms, the evolution of digital
teaching methods, etc. need further updating. Particular attention should be paid to the methods of
art education in European countries, as their best practices are very important for developing countries
to emulate.
The article aims to analyze higher art education in the European Union and to investigate the
possibilities of using innovative technologies in it, to identify possible difficulties and prospects for
further development.
2. Theoretical Framework or Literature Review
The problem of using innovative technologies in EU art education has been partially researched. Mainly
scholars have paid attention to the advantages and disadvantages of using digital technologies
through current global changes. For example, Prokopenko (2021) analyzed the main technological
challenges to the global digitalization of the education system. On the other hand, Safonov, Usyk &
Bazhenkov (2022) noted the inevitability of the digitalization of the educational industry, characterized
the threats and challenges of the modern digital transformation process of education. Based on a
comparative analysis, Rani, Kaur & Sharma (2022) determined that the whole world faces many global
educational problems, especially in developing countries. This negatively affects the development of
digital education naturally developing in megacities. Also valuable for this study are the works of art
historians and educators who have investigated the peculiarities of the transformation of art and
culture education. In particular, Baldacchino & Vella (2013) described the phenomenon of
Mediterranean art education through the lens of the concept of orienting to local, regional, and global
notions of learning. The main trends in the development of art and educational culture were
characterized by the collective of Ferro et al., (2019). At the same time, Kárpáti (2019) investigated
key aspects and trends of art education in Central and Eastern Europe. Popyuk (2020) identified the
integrative relationship of art education in Ukraine and Europe based on an analysis of the
development of artistic metal art. Hickman et al., (2019) analyzed key contemporary concepts,
phenomena, problems, and solutions in the international encyclopedia of art and design education.
Sickler-Voigt identified the importance of The Choice-Based Art Curriculum and described how the
various components come together to form meaningful lecture plans. A well-crafted Choice-Based Art
Curriculum, with its anticipated and unpredictable outcomes, is professionally rewarding and inspires
students to learn. At the same time, the authors conclude that an effective choice-based art curriculum
has a logical order and is based on prior learning to ensure that all learning elements are unified.
3. Methodology
To achieve the objectives of the study were used theoretical methods of pedagogical knowledge:
analysis, synthesis. The analytical principle was applied in order to determine the current state of art
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teaching, to characterize the content of educational programs and methods used in the
implementation of education. The work is also formed based on the method of abstraction, which is
based on the transition of analysis from general theoretical provisions to the formation of specific
recommendations and generalizations. At the same time, based on comparativistic method a
comparative analysis of educational approaches and methods used in the EU countries has been
carried out.
The question of further implementation of innovative technologies in the field of education of culture
and art is investigated with the help of the prognostic method. The article is also formed on the
principles of critical analysis of educational programs and syllabuses of disciplines, the key purpose of
which is to investigate the process of using certain innovative methods of teaching in EU institutions.
4. Results and Discussion
Philosophical trends and their influence on the development of contemporary art
education
The dynamics of the development of modern society draws the attention of higher education to a
certain set of fundamental and basic issues, to overcome which depends on the further formation of
its cultural and attitudinal features, familiarity, and mastery of modern achievements in professional
work. Relevant epistemological innovation of this process is the interconnectedness and
interdependence of philosophical systems and learning and pedagogical process. It is the philosophy
of education that occupies several important aspects of the cooperation of all major forms of
knowledge acquisition and many other varieties of professional work: from the most abstract and
general to the specific manifestations of all things general in each case, individuals, and certain
separative activities (Ferro et al., 2019). From this perspective, philosophy and education are in
permanent inseparable relations, conditioning and mutually influencing each other. At the same time,
the separate and almost identical important problems of contact between society and the outside
world are just as equally important for philosophical scholarship as they are for the development of
pedagogical thought in higher education.
The main importance of philosophy for higher art education in particular is that by comparing different
practical concepts of teaching and the organization of the educational process, establishing the basis
of each of them, and critically examining them, this science selects the limits of the educational system
and the pedagogical ideas used, which can become a promising basis for finding a consensus of
different points of view on the problem (Baldacchino & Vella, 2013). Also, the philosophy of
educational technology points to specific reference points that reorganize the educational system itself,
offer some new axiological reference points for the formation of new projects and transformations of
educational systems and pedagogical thought in general.
Also, based on philosophical trends it is possible to determine the main vectors of the modern
development of art education (Kurbanbaev & Omorkulov, 2018). In particular, the main vectors of the
modern development of art education in the EU countries can be considered as: humanization;
humanitarianization; national orientation; socio-cultural compliance; tolerance and openness; special
emphasis on the organization of artistic and learning and cognitive activities, not just educational;
transition from a reproduction of knowledge to creative activities, comprehension of new material;
formation of educational conditions for successful self-actualization; educational interaction and
cooperation;
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Art institutions of higher education institutionally are among the unified system of higher education,
which is characterized by special models of learning, spiritual education through creative work,
creation of artistic worldview forms, humanistic axiological features that create a life orientation
(Holochwost et al., 2021).
An important change is individualization, which is directed to the formation of creative achievements
during the learning process, the emergence of emotional experiences at different stages of learning
new knowledge, interesting and non-standard presentation of information, activation of creativity, and
manifestations of self-expression in art and creative work. It is important to assimilate national and
universal reference points.
Analyzing the general spheres of modern higher art education development in European states, it is
possible to point out several main transformational tendencies (See Table 1).
Table 1.
The main trends of characteristic changes in art education in the EU countries
Trend
Statement
Transformations of the main
elements and models of higher
education
First of all, we are talking about the crisis of classical models and
systems of obtaining education, as demonstrated by the introduction
of distance education. In this regard, new fundamental philosophical
and pedagogical ideas in the sociology of education, in general within
the humanities were formed. As a result, experimental and alternative
methods of teaching art disciplines in universities were created.
Integration of art education
with the philosophy of
humanization (which has
already been partially
discussed) and digitalization of
education
Modern promotion of art education the rapid evolution of all its
varieties leads to close integration with the world culture. First of all,
we are talking about the democratization of educational processes, the
creation of separate research teams of teachers and students, the
formation of a system of lifelong learning focused on the permanent
learning process, turning to the ideals of humanism and
posthumanism. The digitalization of art education also includes the use
of modern computer technology and software, an appeal to
asynchronous learning, and the possibility of choosing new curricula.
An appeal to the traditions of
national pedagogical art
schools, higher education, and
culture in general, which
demonstrate diversity in the
unity of European art and,
accordingly, its research and
teaching
The principle of unity in diversity corresponds to the modern slogans
of European integration, aimed at overcoming the negative effects of
globalization.
Authors’ development
An important distinctive feature of the personnel strategies of contemporary European art universities
for a long time has been the habitual support of the art-pedagogical schools, which have been formed
over the years and which restored their personnel potential at the expense of the best graduates, who
imitated the methods of teachers' work (Safonov et al., 2022). The vectors of contemporary art
education development show a different approach - using the opportunities of international teachers'
exchange, organization of seminars, master-classes, and separate cycles of lectures. This enables art
institutions of higher education to exchange experiences, to attract famous art experts, artists, and
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teachers from other universities, etc. to teach. For European universities, this trend is quite natural,
as they have sufficient resources for higher education institutions to reach the international level of
teaching, a gradual steady increase in the quality of teaching, staffing of teaching staff, the use of
progressive innovative digital methods of work.
Aspects of digitalization of art education
According to European researchers, with the use of digital technology in visual arts classes, students
have opportunities to develop and maintain an impressive portfolio of finished work that can be used
in potential employment, shared with teachers, or other higher education applicants (Schneider &
Rohmann, 2021). The concept of critical inquiry and peer review can be developed when students
begin to observe their people's work. Students can critique each other's art-related work. Students
can actively use technology to collaborate with other students. With today's digital techniques, this
kind of collaboration can take place regardless of distance, though also during traditional classroom
instruction - opportunities to eliminate the boundaries of limited space are no small application actively
used in today's curricula (Hickman et al., 2019).
An important feature of modern teaching has also become special classes (thematically) devoted to
the use of Internet resources for student research using modern visual and audio technology
capabilities, video editing, creating 3-D models for sculptures, etc. (Prokopenko, 2021). By doing so,
learning goes beyond the reproduction of conventional lecture diagrams. The use of digital technology
also provides students with the help they need to create their own original artwork and form projects
that help develop practical skills (Ferro et al., 2019). With the use of the latest digital technology,
there is also the opportunity to develop themes and techniques for artwork that greatly increases
higher education applicants' awareness of current art trends.
In the online learning system, European universities have formed their own E-learning resources and
platforms on which the learning process is organized (Rani et al., 2022). On the other hand, European
universities implement specific educational solutions for their online visitors. The e-learning platforms
created contain many different topics and are designed for different target audiences. Students visiting
such resources or platforms generally work with didactically composed multimedia content (Popyuk,
2020). However, e-learning based on university platforms tends to affect the implementation of
continuous learning processes and lengthy visits. On the other hand, e-platforms allow users to
actively participate in various international educational projects and creatively interact with other
users. Several European universities (France, Germany, Austria, and others) combine their E-learning
into a professional global service called web2.0. This additionally allows applicants to interact and
communicate and even form new content. Several educational games and quizzes can be found on
the web pages of such universities.
Despite this, effective use of online resources is not possible without the parallel creation and
promotion of media literacy disciplines. Consequently, many European universities focus on media
literacy and the development of digital and information competence in all disciplines
(Sickler-Voigt, 2019).
Educational art technology
In EU countries, pedagogical art technologies correspond to globalization and information trends in
the development of society. In particular, technologies of developmental, collective, interactive,
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modular learning are actively used. The content of interactive learning consists in dialogicality,
cooperation between the teacher and the student. In addition, learning is formed as a series of
interconnected problem situations and implements, as a rule, group work of students. This affects the
emergence of trust and cooperation in the learning team (Kárpáti, 2019). At the same time, the
technology of level differentiation is a method of building the learning process, which allows maximum
satisfaction to each participant, taking into account the possibility of mastering the material. Integral
technology performs the role of a method of learning based on the identification of related elements
in different educational subjects: problems, events, plots. This method also involves combining it in a
new system with a specific goal.
Important attention in the EU countries is paid to the technology of learning through the prism of
research. The main purpose of this method is for students to gain experience in research activities,
which in turn affects the development of critical thinking and creativity. Consequently, many students
devote most of their time to independent research work. In addition, in the process of training future
art historians a significant role is played by the game, project technologies, case-method, etc. (See
Figure 1).
European states are developing modern unified curricula in the field of culture and art (Sprague,
2016). In particular, in France, training is organized on the modular system of education. For this
reason, students-future professionals in the field of culture and arts can receive official documents
annually, which facilitate their entry into the labor market without completing their studies. This is
realized by the characteristic principles of compiling programs of study in higher education institutions
or specialized art schools and other institutions - teachers form them based on specific blocks of
disciplines. This contributes to the fact that students receive an intermediate qualification certificate
after several years of study (Khojasteh et al., 2020). Such modules (blocks) in French universities are
designed in such a way that they implement the basic requirements of professional training of a future
art specialist. This experience is useful because such a system of training responds flexibly to the
needs of the labor market and motivates young people to seek employment. The importance of
training programs can also manifest itself in their content (Serdyukov, 2017). For example, the value
of such a part as pedagogical practice can vary (depending on the discipline) from 0 to 50% of the
total educational period.
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Figure 1.
Basic learning technologies of art.
Authors’ development
At the same time, in the conditions of digitalization, it is relevant to obtain information competence,
the vector to which is addressed in the activities of modern European universities. Art historians with
information competence in their activities can effectively implement critical analysis of information
sources, use expedient ways of selection, interpretation, systematization of media texts. Such
specialists are also able to resist various information manipulations and propaganda, actively use
computer programs and online resources in their work and rationally combine traditional educational
methods with digital ones (Holochwost et al., 2021).
However, in order to prepare such a specialist, special methodological materials should be compiled,
which contain a methodology for the organization of training that is based on problem-based,
productive, heuristic forms of learning, affecting the development of independence, teaching to
explore the structure of the media text (Kárpáti, 2019). For example, in Germany, the teaching of
culture and art takes place through the prism of the formation of multicultural, digital competencies.
Berlin University of the Arts, containing faculties of design, fine arts, music, where digital and
•The content of interactive learning consists of dialogic, cooperative
interaction between the teacher and the student. Learning in the form of
a series of problem situations.
Interactive learning technology
•Training is based on a modular principle, and the forms, methods, and
means of the educational process are formed according to this principle.
Modular training
•A way of teaching based on identifying related elements in different
educational subjects: problems, events, plots
Integral Technology
•Providing the educational process in terms of systematic research and
development by students
Learning "as research"
•Solving problem situations and tasks
Problem-based learning technology
•Building learning through the inclusion of participants in the educational
process in the game
Game modeling
•Student's investigation of a problem situation for which there is
insufficient information
Case Technology
•Problem-oriented search leading to a practical result
Project technology
•Integration of communicative and information technologies, the use of
multimedia programs in the training of students
Information and communication technologies
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information, and communication technologies are actively used. At the same time, education at the
Faculty of Design is aimed at developing information literacy in students: such disciplines as:
“information culture”, “art and media”, “visual communication”, “social and business communication”,
etc. In the Netherlands, the main emphasis of teaching comes down to a person-centered approach
to teaching, which uses project technologies and case-methods, the technology of learning “as
research”. Students acquire relevant digital, multicultural, creative competencies and skills. For
example, Maastricht University has a Faculty of Arts and Social Sciences, where the main focus of
education is on the practical activities of an art specialist. The key disciplines of the Faculty of Arts
and Social Sciences are aimed at acquiring knowledge of the regularities of the educational process
under conditions of globalization of education, skills to apply modern digital resources, analyze artistic
technical and software tools, navigate various standard applications and organization of traditional
and contemporary art. At the same time, students are taught how to organize modern and traditional
art techniques based on the use of modern innovative resources and portals. Consequently, in the
Netherlands, the educational process is aimed at the implementation of modern interactive software
tools, Internet resources of educational purpose, and the acquisition of practical experience in the use
of educational and methodological developments taken from the local and global information networks
by the students. Consequently, special attention should be paid to media education and the formation
of media literacy in the learning process.
The University of Latvia has a Department of Education, Psychology, and the Arts where art teaching
is implemented (Andersone, 2020). The formation of practical skills is the main focus in the system of
training of future art professionals, but also in Latvia, the main emphasis is on the unification of the
principles of education, art, and psychology through the implementation of innovative methods.
5. Conclusions
So, the latest technologies are actively used in higher art education. In particular, we are talking not
only about the technological aspect of the problem but also about the theoretical and pedagogical
foundations of work. For example, modern paradigms of humanization of higher education focused
on the formation of students' personalities, their worldview, skills, and abilities. Classical models of
teaching since the introduction of distance education are experiencing a tangible crisis, as a result of
which certain experimental methods of teaching in higher education institutions have been formed.
Conformity to the principle of unity in diversity, which is a part of modern European integration aimed
at overcoming the negative consequences of globalization.
An important factor in the development of higher art education today is the use of digital technologies,
as a result of which applicants for higher education can get a considerable portfolio of their works
already during their studies - this can be used in employment, which is valued in the European labor
market. The analyzed experience of European higher art education demonstrates the active
involvement of digital innovative technologies in education. Universities in France, Germany, Austria,
Latvia combine their E-learning environment, forming a global learning service web2.0. its use, as well
as the involvement of new approaches in teacher training (in particular, the focus on the temporary
invitation of lecturers and artists), allows significantly updating of the content of training, conducting
it in accordance with modern European labor requirements.
Appropriate is also the appeal to the development of media literacy. For this reason, art universities
and faculties in Europe note the formation of digital and information competence in applicants.
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