An Integrated EdTech Framework for Teaching Graphic Art Courses to Future Art Educators

Urazbay Karabalin, Gadilbek Alzhanov, Assel Bekesheva, Ainur Mukhanova, Maxot Rakhmetov

2026

Full text Open access: Gold Metadata (CSL-JSON)
DOI 10.18178/ijiet.2026.16.6.2621
Data confidence 70 medium
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Abstract

This exploratory pilot study examines how an integrated EdTech framework combining traditional art pedagogy, Artificial intelligence (AI)-enhanced digital tools, and Project-Based Learning (PBL) may support the preparation of future art educators. The approach responds to growing demands for hybrid creative competencies as digital transformation reshapes visual communication and teaching practices. A mixed-methods quasi-experimental design was implemented with 13 graduate students from two Kazakhstani universities. Data were collected through pre/post-tests, surveys, and interviews. Quantitative results provide preliminary evidence of improvements in creativity (+21.5%), digital competence (+27.8%), and pedagogical readiness (+20.7%), supported by large effect sizes within this pilot sample. Qualitative findings revealed increased motivation, self-efficacy, and reflective thinking, confirming the benefits of combining analog and digital art-making processes. The findings suggest the potential of the integrated framework for combining traditional craftsmanship and digital innovation in graphic art teacher education, while highlighting the need for further large-scale validation. The study offers practical implications for curriculum modernization, instructional design, and teacher professional development, particularly in resource-limited higher education contexts. It also aligns with global agendas such as UNESCO Education 2030, emphasizing the need for digital literacy, creativity, and adaptive pedagogy in teacher education. The findings highlight the potential of AI-supported methodologies to enhance both artistic learning and pedagogical readiness.