Bridging Sustainable Practices and Art Education: The Role of Open Distance Learning in Empowering Visual Arts Teachers
Saved in:
| Title: | Bridging Sustainable Practices and Art Education: The Role of Open Distance Learning in Empowering Visual Arts Teachers |
|---|---|
| Language: | English |
| Authors: | Zahari Hamidon (ORCID |
| Source: | International Society for Technology, Education, and Science. 2024. |
| Availability: | International Society for Technology, Education, and Science. 944 Maysey Drive, San Antonio, TX 78227. Tel: 515-294-1075; Fax: 515-294-1003; email: istesoffice@gmail.com; Web site: http://www.istes.org |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2024 |
| Document Type: | Reports - Research Speeches/Meeting Papers |
| Descriptors: | Open Education, Distance Education, Art Education, Visual Arts, Art Teachers, Teacher Empowerment, Sustainable Development, Educational Change, Information Technology, Teacher Competencies, Lifelong Learning, Faculty Development, Teacher Attitudes |
| Abstract: | The investigation into the role of Open Distance Learning (ODL) in integrating Sustainable Development Goals (SDGs) into art education, with a special emphasis on visual arts teachers as lifelong online learners, is of paramount importance. This research highlights ODL's critical role in promoting sustainable practices and confronts key challenges, including the necessity for a paradigm shift in art education, effective integration of SDGs, and enhancement of Information and Communication Technology (ICT) competencies among visual arts teachers. These challenges are essential to ensure that art education significantly contributes to sustainable development and equips teachers with crucial professional skills and knowledge. Employing a mixed-method approach that merges qualitative and quantitative data, the research evaluates the impact of ODL on art education. Curriculum development follows the DeCoRe+ model (Deconstruction-Construction-Reconstruction), aiming to create transformative learning experiences that resonate with the dynamic roles of visual arts teachers. The investigation also utilizes the DREAM (Diagnose, Review/Reflect, Explain, Assess, and Manage) method for course evaluation. Data were collected from visual arts teachers actively involved in lifelong learning, focusing on their use of ICT in teaching, the impact of course themes on their professional development, and their experiences in integrating SDGs into their teaching practices. The results uncover significant variations in the ICT competencies of visual arts teachers, demonstrating how these competencies aid in accessing online resources and incorporating SDGs into teaching methodologies. The study underscores the positive influence of tailored art education on teachers' comprehension and application of SDGs, proving the DeCoRe+ framework's efficacy in infusing SDG elements into the art education curriculum. [For the complete proceedings, see ED672804.] |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | ED673092 |
| Database: | ERIC |
Be the first to leave a comment!
