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DOI: https://doi.org/10.46502/issn.1856-7576/2024.18.02.8
Cómo citar:
Bilan, V., Hromadskyi, R., Zavadska, H., Suslenska, O., & Yalokha, T. (2024). Revolutionizing art education: technologies and virtual platforms for the digital
age. Revista Eduweb, 18(2), 117-128. https://doi.org/10.46502/issn.1856-7576/2024.18.02.8
Revolutionizing art education: technologies and virtual
platforms for the digital age
Revolucionando la educación artística: tecnologías y plataformas virtuales
para la era digital
Vasyl Bilan
https://orcid.org/0000-0003-3055-2618
Kyiv National I.K. Karpenko-Karyi University of Theater, Cinema and Television, Kyiv, Ukraine.
Rostyslav Hromadskyi
https://orcid.org/0000-0001-6575-5744
Kyiv National I.K. Karpenko-Karyi University of Theater, Cinema and Television, Kyiv, Ukraine.
Hanna Zavadska
https://orcid.org/0009-0009-1695-7388
Kyiv National I.K. Karpenko-Karyi University of Theater, Cinema and Television, Kyiv, Ukraine.
Olena Suslenska
https://orcid.org/0009-0008-0201-5966
Kyiv National I. K. Karpenko-Karyi University of Theatre, Cinema and Television, Kyiv, Ukraine.
Tetiana Yalokha
https://orcid.org/0000-0002-9097-6095
Kyiv National I.K. Karpenko-Karyi University of Theater, Cinema and Television, Kyiv, Ukraine.
Recibido: 20/04/24
Aceptado: 05/06/24
Abstract
The development of modern art education is closely related to the use of digital technologies. The purpose
of the article is to analyse the adaptation of higher art education to the requirements of the modern digital
era, to study the integration of technologies and virtual platforms into the educational process through the
prism of training in higher art education. In order to achieve this goal, the researcher used certain methods
of scientific knowledge, which provided a thematic analysis of professional literature and a comparison of
existing experiences with the Ukrainian realities of the use of digital technologies in acting education. As a
result of the step-by-step study, it was noted that the tools of digital platforms and virtual reality are well
integrated into teaching in art education. This allows interaction with higher education students in a remote
mode without compromising the quality of education and its level. It also enables students to build digital
portfolios and continue their lifelong learning. The conclusions state that the use of digital technologies in
education has a significant challenge - the need for teachers to be proficient in the following tools and to
use them to the maximum benefit of learning.
Keywords: digitalisation of education, e-learning, virtual laboratories, online learning platforms, distance
learning technologies.
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Resumen
El desarrollo de la educación artística moderna está estrechamente relacionado con el uso de las
tecnologías digitales. El propósito del artículo es analizar la adaptación de la enseñanza artística superior
a los requisitos de la era digital moderna, estudiar la integración de las tecnologías y las plataformas
virtuales en el proceso educativo a través del prisma de la formación en la enseñanza artística superior.
Para lograr este objetivo, el investigador utilizó ciertos métodos de conocimiento científico, que
proporcionaron un análisis temático de la literatura profesional y una comparación de las experiencias
existentes con las realidades ucranianas del uso de las tecnologías digitales en la educación actoral. Como
resultado del estudio paso a paso, se observó que las herramientas de las plataformas digitales y la realidad
virtual están bien integradas en la enseñanza en la educación artística. Esto permite la interacción con los
estudiantes de educación superior en modo remoto sin comprometer la calidad de la enseñanza y su nivel.
También permite a los estudiantes crear carteras digitales y continuar su aprendizaje permanente. Las
conclusiones afirman que el uso de las tecnologías digitales en la educación tiene un reto importante: la
necesidad de que los profesores dominen las siguientes herramientas y las utilicen en beneficio máximo
del aprendizaje.
Palabras clave: digitalización de la educación, e-learning, laboratorios virtuales, plataformas de
aprendizaje en línea, tecnologías de aprendizaje a distancia.
Introduction
The development of modern digital technologies has led to changes in art education systems. The
integration of online platforms and learning resources into teaching has enabled the process of rapid
information exchange, analysis of the teaching styles of foreign professionals, and accelerated self-
education, which has significantly contributed to the formation of new relationships in higher education
institutions and art schools in general. The experience of overcoming the consequences of the COVID-19
pandemic and related quarantine restrictions has demonstrated the effectiveness of using distance learning
elements in education, which has greatly facilitated the work of both teachers and students. However, the
use of such methods also had certain difficulties, primarily related to gaining practical experience, since
while theoretical materials could be worked with remotely, practical work, especially in groups (acting or
directing), required a much higher degree of organization. This issue has become an object of attention
for scholars and individual scenarios for action, which has sparked discussions among both practitioners
and teachers of theoretical disciplines.
The Ukrainian realities of training students in the field of performing arts are further complicated by the
Russian invasion. While in 2014 the consequences of the Russian attack were localized, the aggression of
2022 proved devastating for both the state mechanism in general and the education sector in particular.
At the same time, the relocation of educational institutions, the establishment of remote work, and the
resumption of educational activities made it possible to continue the educational process. The active use
of digital platforms has made it possible to draw attention to the foreign experience of European countries,
which has made it possible to use the best new practices. In combination with the Ukrainian experience,
this opened up opportunities for a new understanding of many components of acting. However, this issue
will require additional interpretation since many aspects of teaching and learning with the use of the latest
technologies in art education are still underestimated and require additional interpretation.
The purpose of the article is to study the adaptation of higher art education to the requirements of the
modern digital era, to analyze the integration of technologies and virtual platforms into the educational
process through the prism of training, and, first of all, to train future specialists in the field of performing
arts in modern conditions.
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Therefore, the structure of the article consists of several sections. First, a literature review is carried out,
in particular, it is established that in modern literature various aspects of the use of virtual technologies
are emphasized, followed by a description of the main results that demonstrated the role of virtual
platforms for optimizing learning. After that, in the discussion, the obtained results are compared with the
conclusions of other researchers. It was determined that in scientific opinion experts recognize the
effectiveness of using digital resources and innovative technologies for teaching art. The conclusions
emphasize the importance of virtual and augmented reality, 3D platforms for modern students of art
education.
Theoretical Framework or Literature Review
Researchers have been looking into how beneficial modern technologies are in educational settings more
and more because of how widely they are used. Researchers contend that while cutting-edge technologies
play a critical role in forming the workforce of the future, they cannot be separated from the modern
learning environment (Cherusheva et al., 2023; Sofilkanych, 2022). This claim is especially true in the field
of art education, where there is a close relationship between theoretical understanding and real-world
application. But rather than offering particular case studies or empirical detail, these works mostly offer an
overview and theoretical underpinnings.
Using a thorough examination of European experiences, Lavrentieva, Spolska, Korol, Markovskyi, and
Tkachenko (2023) identified important developments in the education of professionals working in the arts
and culture. Although their work is insightful, it cannot be applied outside of Europe.
Similarly, Datsko (2023) examined the impact of higher education reforms on art education in Ukraine,
providing a detailed contextual analysis but focusing primarily on systemic changes rather than pedagogical
practices.
Studies by Bermes (2022) on choral art and Harbuziuk, Lavrentii, Roy, Rosa-Lavrentii, and Tsyhanyk (2023)
on theatre education highlight specific art forms within the Ukrainian context. These works offer rich
historical and contemporary perspectives but are restricted by their narrow focus and limited scope. Karas,
Romaniuk, Novosiadla, Obukh, and Zvarychuk (2021) discussed the implementation of innovative
technologies in music education, yet their study is hampered by a small sample size and general findings,
which may not reflect broader trends.
Moreover, Poutiainen and Krzywacki (2023) explored the role of virtual reality in music teacher education,
while Iyuan (2023) investigated the innovative potential of modern technologies in humanizing art
education. These studies underscore the transformative potential of digital tools but often lack
comprehensive empirical validation. Sovhyra, Ivashchenko, Strelchuk, Pyvovarova, and Tykhomyrov (2023)
identified key technologies in training performing arts professionals, providing practical recommendations
but again, their findings are context-specific to Ukraine. The work by Sermet and Demir (2020) on virtual
and augmented reality offers theoretical insights into these technologies' applications but does not
sufficiently address their practical implementation in art education. Overall, while contemporary scholarship
provides a broad understanding of digital and innovative technologies in art education, there are significant
limitations. Many studies suffer from small sample sizes, limited geographical focus, and general overviews
rather than in-depth analyses. Thus, contemporary scholars have tried to comprehend in detail various
aspects of the use and implementation of digital innovative technologies in the training of art professionals.
This is an important limitation that leaves unexplored points for the implementation of this study. However,
the issue of integrating digital technologies and virtual reality for performing arts professionals through the
prism of an integrated approach has not been fully explored. Future research should aim to include larger,
more diverse samples and focus on empirical studies to ensure broader applicability and validation.
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Therefore, by incorporating digital technology and virtual reality into performing arts practitioners' training
in a complete and holistic method, the current study aims to close these gaps. This study intends to provide
a more thorough, contextually rich, and empirically validated analysis by expanding on the corpus of
previous research and providing useful suggestions and insights for transforming art education in the digital
age.
Methodology
This study attempts to characterise the role of the integration of innovative technologies in the training of
arts professionals, with a focus on the importance of these technologies for future performing arts
professionals. With this in mind, this paper is a qualitative study and is based on a critical analysis of the
literature.
Data collection
Data collection was carried out in stages. At each stage, the literature was carefully selected and analysed.
In particular, at the first stage, keywords such as “art”, “Ukraine”, “digital technologies”, “virtual reality”,
“e-learning”, “performing arts”, “actor training”, “development of directors and producers” were entered
into the search databases. A total of 145 results were obtained. These results were subjected to a
superficial analysis, in particular, works by Russian authors and works older than 10 years were excluded.
This left 60 relevant works.
Next, each abstract was critically analysed, followed by an analysis of the results of the work itself. This
left 30 comprehensive papers that are important for this study.
The criteria for including the literature were based on the following parameters:
1. Relevance. Only up-to-date literature that highlights new relevant trends is considered.
2. Written in English, some works are included in other languages. But preference was given to English-
language content.
3. Indexing in modern scientometric databases and availability of DOI.
4. The study describes in detail how the results were obtained, i.e. the methodology of the study.
Exclusion criteria:
1. The study does not describe art education.
2. The study does not characterize modern training methods.
3. The research is written in languages other than English.
4. The research does not describe the stages of its implementation and there is no methodology.
Data Analysis
The initial phase involved open coding, where data were reviewed line-by-line to identify relevant themes
and patterns. Texts mentioning "virtual reality in art education" or "online performance tools" were
highlighted. In the next phase, focused coding was used to refine and categorize the initial codes into
broader themes. For example, initial codes related to different technological tools were grouped under a
broader theme such as "innovative technologies in art education.
The study is based on the comprehensive application of modern methods of comprehending knowledge.
In particular, the main trends and topics that are mainly mentioned in the literature on the training of
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specialists in the artistic field were characterised using thematic analysis. After that, the material obtained
during the thematic analysis of the problem of using technology in the performing arts was systematised
and classified. The deductive method was used to highlight the main innovative technologies and methods
for the development of art education and to systematise the main studies on this issue.
Results and Discussion
The COVID-19 pandemic has shaped new learning environments, making the process of adapting digital
educational technologies for use alongside the traditional education system almost the only possible option
for implementing learning activities. The newest challenge has led to the formation of completely new
educational environments that still recognise possible ways for the further development of artistic higher
education institutions. The conceptuality of the search for and implementation of the latest educational
strategy required an understanding of the paradigmatic foundations of Ukrainian cultural and artistic
education and science, which have developed significantly with the use of integrative capabilities of
information and communication technologies and the cultural and artistic field.
An important feature of the transformation processes of contemporary stage art is the integration of
innovative digital technologies into the usual artistic space in order to create exciting and new performances
of the twenty-first century. The equivalence of audio and visual elements of the contemporary stage space
within the framework of shaping the audience's creative imagination and influencing its consciousness has
been taking on different manifestations and forms throughout the development of theatre art (Prior et al.,
2015). As a result, there are now many possibilities for integrating innovative visual and tonal effects to
create exciting and complex performances on stage. For this reason, digital technologies have become an
important tool in the creative process, opening up not only new perspectives but also creative opportunities
for set designers, directors, producers, choreographers, and actors. At the same time, the semantic
ambiguity of innovative stage productions is a phenomenon of a specific space of the stage text, which is
based on various manifestations of the cultural and historical space of postmodernity (Proskurina & Nikitina,
2023). The individual artistic vision of each stage director, producer, set designer, or actor contains the
visions, perceptions, and needs of contemporary society that form new content (i.e. digital). So, nowadays,
there are performances, shows, concerts that are impossible without the use of technical tools and means.
Modern researchers classify them as follows:
1. Events, performances, concerts based on multimedia technologies.
2. Interactive performances and immersive theatre.
3. Laser or pyrotechnic performances.
4. Vocaloid show.
5. Singing fembots and the use of robotics.
6. Virtual tours to pop performances and virtual theatres.
Thus, modern art education should be aimed at integrating modern innovative technologies into the
training of specialists who should understand modern technologies and build their own careers based on
their use.
One of the important aspects used in art education at the present stage is the introduction of game
technologies that significantly complement and improve audiovisual art education (Morris, 2016). This,
according to scholars, makes it possible to overcome difficulties in training film and performing arts
professionals, which was also pointed out by potential stakeholders in their assessments of educational
and research training programmes, emphasising the need for further modernisation of established
traditions. Collective ways of creative work in acting training are actualised by team forms of play that
allow groups to work with the active involvement of thinking and mental activity.
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In order to achieve the required learning outcome (the overall aesthetic appearance of the actor and
his/her emotions and abilities, which in turn, through successful interpretation of the text and action, makes
the desired impression on the audience), the teacher must constantly monitor the performance activities
of the students. The combination of traditional approaches to education and the use of interactive and
problem-based learning methods contribute to the realisation of the goals of artistic education, the
acquisition of necessary knowledge by students, and the mastery of real technical skills. Although,
according to researchers, organising group classes to train performing skills, such as a choreographic or
acting class, is a rather difficult process in the context of distance learning and the use of digital
technologies (Santos López & Torrente-Patiño, 2020).
First of all, there are certain limitations on the possibilities of collective control over the acting work of
students, distortion of sound during the broadcast due to slower transmission (technical challenges, lack
of reliable Internet connection due to active hostilities, difficulty in establishing interaction with other
participants, etc.).
To overcome such challenges, teachers use new forms and methods to achieve maximum interaction at
the level of all members of the cast. In today's digital environment, participants in the educational process
are usually outside the classroom and do not have direct contact with each other.
Rehearsals and practice sessions can be conducted on ZOOM digital platforms, and researchers classify
such a session as a video lesson. Its structure is usually standard: introduction, content, questions and
answers, and performance training. Opportunities for continuous interaction through remote technologies
are beneficial for students and the teaching team, as in martial law, classes can take place at a convenient
time, ensuring that the continuity of the educational process is not disrupted (Velychko-Semennyk et al.,
2022). It is also important that a virtual actor group created using a digital platform is easily accessible to
all subjects of the educational process at any time and in any place. Teachers propose the formation of a
digital class using the following algorithm: familiarisation with the acting episode by watching the relevant
video recording; paying attention to the peculiarities of each actor's performance in the analysed scene;
practical work on recreating the scene, analysing the results and mistakes (Labunets et al., (s.f)). This
technology also allows students to create their digital portfolio from scenes known to the general public.
For employers, posting or transmitting such data online is extremely useful as it allows graduates to
showcase their abilities and skills.
As an example, Kyiv National I. K. Karpenko-Kary Theatre, Cinema and Television University offers a
combination of deep teaching traditions (the university was founded in 1904) and the use of modern state-
of-the-art digital technologies aimed at training top-level specialists in the field of acting and theater. The
university conducts regular annual evaluations of the activities of not only students, but also teachers, and
forms a corresponding rating that allows to identify and attract the best teachers. The main focus is on
practical disciplines that help to improve the performance skills and artistic development of the student
body. Scientific and theoretical work is also regularly carried out, which makes it possible to compare the
results of the university's scientific and pedagogical team with the best results of other institutions in
Ukraine and the world.
Also, we can describe the educational process at the Kyiv National University of Culture and Arts. This is a
detailed and organised system of didactic activities that contribute to the implementation of the content of
education and the formation of modern conditions for the further development of students, their artistic
and creative self-realisation, and the acquisition of patriotic and universal values. The main tasks that are
being actively implemented include creating accessible opportunities for young people to receive quality
art education, preparing them for the real conditions of professional activity, obtaining lifelong learning,
developing and implementing innovative educational technologies in professional work, and democratising
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the educational process. In particular, Kyiv National University of Culture and Arts actively uses digital
distance learning technologies in acting training. This allows all participants in the educational process to
interact fruitfully, work individually and in groups. Digital learning for students is carried out using Internet
communication tools, including those integrated into the educational process management system
(Moodle), e-mail capabilities, certain popular messengers, video conferencing platforms (for example,
Google Meet and others). An important aspect of learning is self-education, which is obtained by watching
relevant training videos created by the institution's teachers and working with special educational platforms
(e.g. Prometheus).
Various media technologies are used in the training of performing arts professionals in Ukraine, which open
up opportunities for the creative disclosure of a particular idea. For example, some film and photo
documentaries allow us to feel the reality and authenticity of an artistic performance. At the same time,
the incredible multimedia interaction between the hero and the actor helps to create a sense of the
atmosphere of the action. In such situations, students interact with animated fragments. The colour and
light design of the performance, computer projections, or the use of three-dimensional computer graphics,
all combined into one system, help to create a sense of creativity and imagination in future artists. The
student's imagination goes beyond the usual limits and becomes more effective. The question arises as to
the correlation between multimedia in education and traditional methods. However, it is clear that the
unique potentialities of combining various “environments” and the characteristics of technological
interactivity make it possible to develop practical skills in students. In this context, virtual technologies,
which are actively used in Ukrainian educational institutions, are also becoming important. The use of
virtual reality in the training of performing arts specialists helps to open up opportunities that improve the
learning process and develop professional skills. European universities, including Ukrainian ones, use
various simulation technologies based on virtual reality. In particular, students use special virtual stage
platforms to develop their acting skills, experiment with selected roles and scenarios. It also helps to
develop skills of cooperation with the audience and stage space.
An important part of the introduction of virtual reality in Ukrainian universities is the use of interactive
lessons and simulators. In particular, with the help of virtual reality, teachers create various interactive
lessons that influence the development of practical acting or directing skills. In addition, virtual technologies
facilitate the organisation of various kinds of remote performances for students anywhere. With the help
of distance learning programmes, teachers or invited professionals can give a lecture from anywhere in
the world. Figure 1 summarises the main aspects of using virtual reality in the training of performing arts
professionals. The use of virtual technologies in the training of performing arts professionals helps to make
learning more effective, engaging, and accessible and promotes the development of creative thinking and
innovative approaches to performing arts.
Virtual reality technologies can be important not only for teaching certain practical disciplines but also for
teaching the history of theatre. These technologies serve as a medium for introducing a visually enhanced
reenactment of ancient theatre events and artefacts. Virtual reality can provide a wide variety of learning
materials, but also encourage interactive research among students, engaging them in the process of
acquiring new knowledge and skills (Losheniuk et al., 2023). Such learning environments facilitate the
engagement of learners, both imaginatively and intellectually, in a wide range of varieties and potential
ways of interpreting learning data.
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Figure 1.
The main aspects of using virtual reality in art education.
Source: compiled by the authors
This type of interaction goes far beyond the established methods and forms of learning. At the same time,
the use of innovative visualisation methods in teaching, such as 3D simulation or virtual image synthesis
with hypertext resources, improves not only the transfer of knowledge but also the development of practical
skills in future performing arts professionals (Williams et al., 2021). However, it should be noted that such
digital reconstructions should be based on detailed explanatory information from the teacher. At the same
time, the latter should also be perfectly proficient in modern virtual reality technologies (Afanasieva, 2023).
The integration of virtual reality simulations into the training of art professionals has been shown to improve
learning by enabling students to interpret various theatrical models or film artefacts creatively and
intellectually (Goian et al., 2023).
In general, stage education has always been in the prism of a balance between the rules of theory and
practice. As a rule, the process of visualising the space of a performance, its decorative elements and
ornaments, costumes, and, of course, certain stage aspects are in the space of technical interaction
(de Valck, 2013). Existing modern training programmes for art professionals emphasise the importance of
integrating modern innovative technologies and methods.
Figure 2 presents the main aspects of stage education based on modern innovative technologies. They
extend the boundaries of a modern theatre, directing, or producing class, which contributes to a
personalised approach to the training of such specialists.
Promotes practical skills training
Virtual stage
Using simulation technologies to develop acting and directing
skills. Promotes experiments with roles and scenarios.
Simulation technologies
The use of virtual laboratories promotes the development of
imagination and practical skills in students.
Virtual laboratories
Virtual technologies facilitate interactive classes that help
students improve their skills.
Interactive lessons
Organising remote collaborative performances from anywhere in
the world.
Remote performances
Multimedia materials
The use of virtual learning tools contributes to the creation of
multimedia learning materials or interactive manuals and textbooks.
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Figure 2.
The main aspects of stage education (based on the use of innovative technologies).
Source: compiled by the authors.
Thus, the use of modern technologies in the training of performing arts professionals and their integration
into practice and theory involves the implementation of innovation in the modern educational environment,
shifting traditional methods of knowledge transfer and synthesis towards a more visually enhanced
experience, which is important for future actors, directors or producers.
Discussion
The results of the study made it possible to establish that digital technologies are well adapted for use in
art education, in particular in the training of specialists in the field of performing arts. In particular, the
effectiveness of involving virtual reality in teaching has been established, and the use of special educational
portals and software that allows teachers and students to communicate effectively has also had a positive
effect. The proposed research findings confirm the views of Panyok (2023) on the effective combination of
game-based learning models with modern digital technologies. It is worth agreeing with, who note that
games and modelling of various real-life situations and processes, including those using virtual reality and
modern digital technologies, are particularly effective in this regard. Some gaming aspects of the work
accompany the training of acting and stage skills during regular practical classes that offer simulations of
various stage situations during filming or performance, work in the video and sound editing room, studio
or editorial work, etc. Similarly, the gaming capabilities of digital learning technologies make it possible to
combine theoretical learning with the acquisition of the necessary practical skills, and for students to learn
in practice certain professional tools and techniques, gaining some effective experience from performing
creative and production activities. The proposed results support the high efficiency of the use of game-
based teaching methods. In particular, digital gaming technologies contribute to better testing and
development of individual patterns of behaviour with appropriate involvement in the opportunities of the
future professional environment.
Demonstration and
presentation
Multimedia modelling
Virtual reality
Simulation technologies
Virtual laboratories
Group games
Training based on the use of
special training platforms in
an electronic format,
Interactive manuals,
yearbooks on disciplines
Use of special teaching
materials and digital
resources
Use of multimedia
technologies, online lectures,
video, audio.
Theory
Practice
Practice
Theory
E-learning
3-D modelling, use of virtual
technologies
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The proposed results also confirm the findings of scientists about the importance of using virtual reality to
improve the adaptation of students to artistic acting. In particular, Wang et al. (2023) determined that
under quarantine restrictions, it is important to support the collective work of students, which is
implemented through the use of digital learning technologies. 3-D simulation technologies and virtual
laboratories contribute to the development of practical skills, creative thinking, and the ability to hone
individual problems in executive work. At the same time, it is difficult to agree with the conclusions of
Radomska & Ponkalo (2023) that the combination of modern technologies with the educational process in
art education does not lead to the desired effect because Internet technologies distract students more than
they benefit them. The proposed results confirm another scientific point of view, according to which the
adaptation of modern digital opportunities is a natural phenomenon in education and requires a
comprehensive approach, given its proven effectiveness (Brown & Duffy, 2013; Van de Kamp et al., 2014).
However, such a discussion will continue, as effectiveness depends not only on technologies and
methodologies but also on the desire of students to learn and their abilities, which can lead to different
results under equal conditions of access to technology. The proposed study also has certain limitations.
First of all, it is the fact that the most recent publications on incense issues were used for its
implementation. This has left out the scientific studies of researchers more chronologically distant, although
their conclusions may also be relevant for further research. Also, primarily publications in English were
taken into account, as an important criterion for selecting scientific literature was the presence of the
publication in scientometric databases and search engines. Obviously, the teaching experience is also
published in foreign-language scientific studies. Therefore, a promising area for further research is the use
of comparative analysis and the search for additional information to assess the state and prospects of art
education.
Conclusions
Martial law and the introduction of distance education have demonstrated that even in crisis situations,
there are ways to overcome challenges. One of the important tools in this process for art education is the
adaptation and active use of modern digital technologies, which offer both unique characteristics and
tangible advantages.
The effective functional features and characteristics of game-based learning underscore the importance of
integrating digital technologies in both theoretical and practical training in art education. To enhance the
quality and modernize art education in line with current production capabilities, it is proposed to blend
traditional game methods with the latest innovations generated by the digitalization of education and
society. Social networks and internet platforms facilitating real-time communication have emerged as viable
alternatives to traditional classes, fostering the development of essential skills.
Even with these improvements, there is still a big problem with actual interaction. Using digital virtual
reality technologies, which offer chances for immersive learning and the development of specific acting
and performing arts skills, can help with this. Hypertext materials should be combined with cutting-edge
tools like 3D simulations and virtual environments to improve knowledge transfer and the development of
useful skills. Nevertheless, thorough teacher preparation and their capacity to integrate contemporary
digital tools into their instructional strategies are prerequisites for the productive use of these technologies.
The current study has several drawbacks. The primary focus was on recent publications, which may have
excluded important findings from earlier studies that are still relevant today. Furthermore, the literature
selection was skewed in favor of English-language works that were featured in scientometric databases,
which may overlook valuable from research published in other languages. Future studies should aim to
Este artículo está bajo la licencia Creative Commons Atribución 4.0 Internacional (CC BY 4.0). Se permite la reproducción, distribución y comunicación pública de
la obra, así como la creación de obras derivadas, siempre que se cite la fuente original.
Eduweb, 2024, abril-junio, v.18, n.2. ISSN: 1856-7576
127
Revolutionizing art education: technologies and virtual platforms for the digital age. - Eduweb, 2024, abril-junio, v.18, n.2. / 117-128
incorporate a more diverse range of sources, including non-English publications, to provide a more
comprehensive understanding of art education globally.
Future research should strive to include a wider variety of materials, such as publications written in
languages other than English, in order to offer a more thorough picture of art education around the world.
Subsequent investigations ought to delve into the enduring effects of digital technology on art education,
scrutinizing the ways in which these resources influence the academic achievements and career
advancement of learners across diverse cultural settings. Studies that compare various nations and
educational systems could provide important information about how well digital advances work in various
contexts. Further research into the ways in which emerging technologies, including augmented reality and
artificial intelligence, could improve art instruction is also beneficial.
In conclusion, even though digital technologies have a great deal of potential to transform art education,
their effective application necessitates careful consideration of numerous factors, including teacher
training, practical application, and inclusivity of diverse research perspectives. By addressing these
challenges and continuing to explore innovative solutions, the field of art education can continue to evolve
and thrive in the digital age.
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