Audiovisual pedagogies for resilient learning in conflict-affected contexts
DOI:
https://doi.org/10.46502/issn.1856-7576/2025.19.04.9Keywords:
navigating, teaching visual thinking, audiovisual media, social turbulence, audiovisual art, productionAbstract
This study explored how audiovisual arts can help support education in areas affected by crisis, with a particular focus on the challenges and advantages of teaching visual thinking in such environments. Centered on the ongoing conflict in Ukraine, the research aimed to understand how teachers and artists are adjusting their methods to meet the specific needs of students in these difficult circumstances. Using a qualitative approach, the study selected 10 participants through purposive sampling, all of whom are involved in using audiovisual arts within educational settings. The research identified key issues, such as a lack of resources and infrastructure, as well as the emotional and psychological toll on students. By highlighting these challenges, the study aims to help educators design more effective methods for integrating the audiovisual arts into their teaching. Despite the difficulties, the study found that audiovisual arts can significantly enhance student engagement, boost creativity, and support emotional well-being. The findings provide practical guidance for teachers, artists, and policymakers on how to utilize audiovisual arts to enhance education in crisis-affected regions. Overall, the research contributes to the existing body of knowledge on the use of arts in education, demonstrating how these tools can help foster resilience and hope during times of crisis.
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