Аннотация
The present study, therefore, addresses the integration of pedagogical technologies in ceramic art education by specifically evaluating 3D modeling software and virtual reality (VR) simulations that are combined with traditional hands-on teaching methods. Through mixed-methods inquiry, the study empirically validates multiple narratives about these digital tools and explores their impact on students' technical skills, creative growth, and academic engagement. In comparison to the control group — which used typical teaching methods — that had a significantly worse result in terms of design innovation, spatial sensibility, and technical ability than the experimental one experimented with seeing reality by blending digital/design possibilities. While data from student reflections and instructor observations in this study indicated that using the digital tools led to greater agency, motivation, and social learning amongst students, there were also challenges identified, which included feelings of separation associated with some aspects of craft. The research in the study will argue that introducing a balanced use of digital tools can improve ceramic art education by augmenting creativity and protecting anchoring tactile processes. Future research could examine the durability of this pedagogical model and generalizability across art forms, as well as educational situations. This knowledge supports the current debate concerning technology-enhanced education with very practical aspects for educators, who are interested in updating their curricula without losing track of traditional craftsmanship.