ABSTRACT

This study aimed to determine the relationship between the extent of integration of digital technologies into the teaching of Art Education, students’ level of skills in the course, and teachers’ level of competence in integrating digital technologies into the teaching of Art Education. Mixed research approach through descriptive-correlational design and thematic analysis was used. A survey with 30 teachers and 214 students of Art Education at the Qi Baishi Academy of Fine Arts, Hunan University of Science and Technology was used to collect the data, which were analyzed using weighted mean and Pearson product-moment correlation coefficient/t test for r. Results of the descriptive analysis showed that digital technologies were integrated into the teaching of Art Education to a very great extent, the students’ level of skills in Art Education is very high, and the teachers’ level of competence in integrating digital technologies in the teaching of Art Education is very high. Moreover, inferential tests reveal that there exists a significant positive correlation between the extent of integration of digital technologies into the teaching of Art Education and the students’ level of skills in the course, and between the teachers’ level of competence in integrating digital technologies into the teaching of Art Education and the students’ level of skills in the course. The problems and challenges encountered by the teachers in integrating digital technologies into the teaching of Art Education include insufficient training on the integration of digital technologies and, imbalance between traditional and innovative methods, struggles in applying appropriate assessment tools, difficulty in keeping up with rapid technological changes, and time constraints. Considering the study’s salient findings, the researcher designed a plan of action to enhance the integration of digital technologies into the teaching of Art Education.

Keywords: Art education, competence, digital technologies, integration, skills
https://doi.org/10.57180/hcta1656