Abstract
Abstract This article presents an experimental substantiation of the effectiveness of art research methods in developing the visual-analytical competence of future fine arts teachers. The study was conducted at Zhanibekov University (Shymkent, Kazakhstan) among 60 s-year students majoring in “Teacher of Art and Fine Arts.” A quasi-experimental “before-after” design was used, with control and experimental groups (n = 30 each). Over the course of 15 weeks, the experimental group implemented an art research program that included analyzing works of art, keeping visual diaries, completing reflective written assignments, and participating in group discussions. Assessment was carried out using four components of visual-analytical competence (cognitive, operational, interpretive, and reflexive-evaluative) and an integrated indicator. Statistical analysis included the Shapiro-Wilk test, paired Student’s t -test, and Mann-Whitney U -test. Results showed that the experimental group demonstrated statistically significant improvements across all competency components ( p < 0.001), while no significant changes were observed in the control group. The most pronounced effect was observed for the interpretive component and the integrated level of competency. The proportion of students with a high level of visual-analytical competence in the experimental group increased to 80 %, while the control group remained at an average level. A conclusion is drawn about the high effectiveness of art research as a pedagogical tool for developing the visual-analytical competence of future art teachers, ensuring the deepening of analytical perception, expansion of interpretive capabilities, and the formation of a reflective position of students. The practical significance of the study lies in the possibility of integrating the developed program into the educational programs of pedagogical universities to modernize the training of art teachers.