Abstract
The study aims to investigate the incorporation of descriptive geometry and AutoCAD into the art education in order to enhance students' technological and artistic-creative skills. A mixed-methodology comprised of focus groups with students, document analysis of arts classes and student artworks, semi-structured interviews with art teachers, and survey questionnaires was adopted for the study. The results show that AutoCAD is increasingly being integrated into the curriculum and is primarily used for 2D and geometric designs. Although students recognized its technical proficiency and design advantages, they struggled with its steep learning curve and technical bugs. Teachers also encountered several challenges in incorporating AutoCAD into their teaching, such as limited access to the software, the need for specialized training, and the necessity to adapt their teaching methods.But despite these hurdles, both educators and students lauded AutoCAD’s precision, attention to detail, and potential to boost job readiness. According to the study, it is important to deal with technological barriers and make sure that digital tools are accessible, and to prepare teachers. This indicates that basic software such as AutoCAD can change art learning approaches by having students engage in creative thought processes and gain the same skills as required in the industry. Therefore, further investigation of the influence of digital tools on students' creativity and career prospects, as well as strategies to improve the effectiveness of their implementation in the process of education, should be a focus of future research.