PROJECT-TECHNOLOGICAL PRACTICE AS A MEANS OF DEVELOPING INTERDISCIPLINARY COMPETENCIES IN STUDENTS OBTAINING SPECIALIZED HIGHER EDUCATION IN ART PEDAGOGY
DOI:
https://doi.org/10.18623/rvd.v23.n4.4847Keywords:
Practice-Oriented Learning, Digital Educational Resources, Visual Literacy, Creative Pedagogical MethodsAbstract
The purpose of this study is to explore how project-technological practice can facilitate the development of interdisciplinary competencies in students pursuing specialized higher education in art pedagogy. The research employed a combination of literature review, pedagogical observation, experimental teaching, creation of digital educational tools, and participation in practice conferences. The experimental work was conducted from 2020 to 2025 and included multiple stages of vocational training. The results demonstrated significant improvements in students’ research abilities, digital literacy, methodological preparedness, creative thinking, and public presentation skills. The conclusion highlights that integrating creative, research, and digital activities into practice-oriented learning effectively fosters interdisciplinary competencies aligned with federal educational standards and supports the comprehensive professional development of future art teachers.
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