Development of creative abilities of future teachers of fine arts in Kazakhstan: individual lessons, creative self-expression and institutional training conditions

Aisa Otaraly, Nurbubu Asanalievna Asipova, Aidyn Kozhagulov, Maira Nurke, Turarbek Khamzin, Bakitgul Moldasheva, Gadilbek Alzhanov, Klara Turebayeva

Frontiers in Education, 2026

Full text Open access: Gold Metadata (CSL-JSON)
DOI 10.3389/feduc.2026.1870715
Data confidence 70 medium
How this score is calculated

It is built from checkable properties of the record itself: whether the article has a DOI, how many independent sources confirmed its data, whether the required fields are filled in, and how recent the latest confirmation is. Disagreement between sources and a missing identifier lower it. A value of 80 or above means the record was published without further checking; 60 to 79 means it is published at reduced confidence, with a manual check advisable. A record verified by an editor by hand is never pushed below 90 by a recalculation. This scores our data about the article, not the article itself.

Abstract

The development of creative abilities is an essential component of preparing future teachers of fine arts. However, limited empirical evidence exists on how individual lessons, creative self-expression, and institutional training conditions jointly contribute to this development in Kazakhstan. This study examined students' perceptions of these factors and the relationships among them. A quantitative descriptive and correlational design was employed. Data were collected from 90 undergraduate and graduate students enrolled in art teacher education programs at two universities in Kazakhstan using volunteer-based convenience sampling. The 25-item questionnaire measured three constructs: individual lessons, creative self-expression, and institutional conditions. Data were analyzed using descriptive statistics, Cronbach's alpha, exploratory factor analysis with Varimax rotation, and Pearson correlation analysis. The questionnaire demonstrated satisfactory internal consistency ( α = .89 for individual lessons, α = .88 for creative self-expression, α = .78 for institutional conditions, and α = .89 overall), while the three-factor solution explained 58.3% of the total variance. Students strongly agreed that individual lessons developed creative thinking (M = 4.85, SD = 0.45) and artistic potential (M = 4.75, SD = 0.55). However, they also reported barriers involving insufficient institutional support (M = 4.32, SD = 0.50), limited alignment with professional development goals (M = 4.55, SD = 0.71), and dependence on external instructional models (M = 4.52, SD = 0.60). Significant positive correlations were found between individual lessons and creative self-expression (r = .68, p < .001), institutional conditions and creative self-expression (r = .71, p < .001), and individual lessons and institutional conditions (r = .59, p < .001). The findings indicate that individual lessons are perceived as valuable for developing creativity and artistic individuality; nevertheless, their effectiveness depends on appropriate pedagogical guidance, sufficient resources, methodological clarity, and a supportive institutional environment.