The current study sought to analyze the connection between innovative training strategies for prospective arts educators, their competencies, creativity, and learning efficiency. The main goal of the research is to identify connections between different digital technologies used in educator training and professional development programs, interactive learning strategies, and competencies necessary for an arts educator. The present research is based on the qualitative analysis of a body of 30 publicly available analytical and institutional documents published or updated between 2021 and 2026. Such documents include information on various aspects of higher education and include descriptions of degree programs, curricula and syllabi, learning strategies for digital education, research papers focused on quality assurance measures, and educational technology reviews. The findings suggest that among all technologies, digital learning system is the one most often mentioned and referred to in the analyzed documents – it is featured in 24 out of 30 papers. Next come project-based learning technology (23), tools and technologies of visualization and multimedia learning (21), digital portfolios (18), artificial intelligence-based tools (9), and virtual reality environments (7). As for competencies, the one that is discussed the most is digital-pedagogical competence (25), followed by creative-methodological (22), practice-oriented (20), reflective (17), communicative (16), and assessment-related (14) competencies. It is clear from the findings that the use of modern technologies in arts education programs at universities is still inconsistent – although digital infrastructure is commonly used and accepted, the use of project-based approach and artificial intelligence tools requires further research of pedagogical nature.
The current study sought to analyze the connection between innovative training strategies for prospective arts educators, their competencies, creativity, and learning efficiency. The main goal of the research is to identify connections between different digital technologies used in educator training and professional development programs, interactive learning strategies, and competencies necessary for an arts educator. The present research is based on the qualitative analysis of a body of 30 publicly available analytical and institutional documents published or updated between 2021 and 2026. Such documents include information on various aspects of higher education and include descriptions of degree programs, curricula and syllabi, learning strategies for digital education, research papers focused on quality assurance measures, and educational technology reviews. The findings suggest that among all technologies, digital learning system is the one most often mentioned and referred to in the analyzed documents – it is featured in 24 out of 30 papers. Next come project-based learning technology (23), tools and technologies of visualization and multimedia learning (21), digital portfolios (18), artificial intelligence-based tools (9), and virtual reality environments (7). As for competencies, the one that is discussed the most is digital-pedagogical competence (25), followed by creative-methodological (22), practice-oriented (20), reflective (17), communicative (16), and assessment-related (14) competencies. It is clear from the findings that the use of modern technologies in arts education programs at universities is still inconsistent – although digital infrastructure is commonly used and accepted, the use of project-based approach and artificial intelligence tools requires further research of pedagogical nature.
