Mariia Tkach, Vasyl Fedoryshyn, Iryna Hlazunova, Mykhailo Mymryk, Natalia Maltseva

Methodological Aspects of Training Teachers of Artistic Disciplines in the Context of European Integration Processes

Introduction

Methodological aspects of training teachers of artistic disciplines in the context of european integration processes. Explore methodological training of art teachers (Musical Art) for European integration. Analyzes programs, digital tech, and challenges to enhance quality & competitiveness.

Abstract

This research aimed to identify the specific methodological features of training teachers in artistic disciplines, focusing on the specialty 025 “Musical Art” within the context of European integration processes. This study aimed to analyse existing educational and professional programmes, evaluate the quality of specialist training, and examine the incorporation and effectiveness of innovative and interactive technologies in forming the professional competencies of future educators in culture and arts. A qualitative and quantitative analysis was conducted using data from educational programmes at Kyiv National University of Culture and Arts, the National Academy of Managers of Culture and Arts, and Lviv National Academy of Arts. The study included the examination of student surveys, institutional reports, and labour market statistics to assess educational practices, digital technology integration, and alignment with European standards. The impact of external factors such as martial law and the COVID-19 pandemic on the educational process was also considered. The results indicate that while foundational professional competencies and general skills are developed effectively, there is insufficient integration of innovative technologies, “soft” skills, and interdisciplinary approaches. The study revealed challenges in distance learning implementation, resource limitations, and the need for enhanced cooperation with international institutions. The use of virtual and augmented reality and dual education methods remains underutilized. The findings provide a basis for updating educational programmes and methodological support to improve training quality and competitiveness of art discipline educators in the European educational space.

Review

This study addresses a highly pertinent and timely topic: the methodological aspects of training teachers of artistic disciplines, specifically "Musical Art," within the dynamic context of Ukraine's European integration processes and recent external challenges. The research clearly articulates its aim to identify specific methodological features, evaluate training quality, and assess the integration of innovative technologies in forming professional competencies. The use of multi-institutional data from prominent Ukrainian academies, coupled with diverse data sources including student surveys, institutional reports, and labor market statistics, suggests a comprehensive empirical foundation. The finding that foundational competencies are effectively developed provides a positive baseline, against which the identified shortcomings can be critically assessed. However, the abstract could benefit from greater methodological specificity. While a "qualitative and quantitative analysis" is mentioned, details regarding the specific analytical techniques employed for each are scarce. For instance, the nature of the qualitative analysis of surveys and reports, or the precise quantitative metrics derived from labor market statistics, remain underexplained. The findings, while identifying crucial areas for improvement such as insufficient integration of innovative technologies, "soft" skills, and interdisciplinary approaches, largely describe deficiencies without delving into a deeper exploration of *why* these gaps persist beyond general "resource limitations." Furthermore, while the abstract notes the consideration of external factors like martial law and the COVID-19 pandemic, the extent to which their impact was systematically analyzed or quantitatively measured is not clearly articulated. Despite these minor limitations in the abstract's detail, the study's overall contribution appears significant. It provides a crucial diagnostic assessment of the current state of art teacher training in Ukraine, highlighting critical disparities between existing practices and the demands of modern European educational standards. The clear identification of areas requiring urgent attention – such as the underutilization of VR/AR, dual education, and the need for enhanced international cooperation – offers a direct pathway for practical, evidence-based recommendations for curriculum reform and methodological updates. This research is invaluable for policymakers and educational institutions striving to enhance the quality and competitiveness of art discipline educators, particularly as Ukraine navigates its path toward deeper European integration.

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