Аннотация
Inthearticle,an analyticalreviewofteachingmethodsontheexampleofteaching engravingin art education is considered with the emphasis on the integration of Kazakh mythology and Design Thinking.Itexamineshowasynthesisofculturalheritagewithcontemporarypedagogicalpowercan influence technical competency, narrative competence and cultural consciousness of art students. A 14-week intervention was designed and implemented with undergraduate students in Kazakhstan deploying traditional Kazakhs myths to an engraving assignment through the established phases of Design Thinking: empathize, define, ideate, prototype, test employing a multi-method approach.Quantitative measures of pre-and post-testscores demonstrated positive gains when regarding students’ technical technique, creative composition, narrative structure, and cultural incorporation. Verbal feedback during interviews and crits revealed that students found they established stronger personal connections with their work and gained a greater understanding of cultural symbols. The mythological contents and design logic were combined to create new visualities through which studentscouldinterpretnationalnarratives,usingvisuallanguagetomovebeyondculturalreference in a passive way and express themselves actively.Chipaumire’s case study suggests that culturally responsive pedagogical practices which are bound by an iterative design framework can not only generate higher artistic products but also contribute to identity development and critical thinking. The method is found to be adaptable and transferable and to have implications for decolonizing art education and for enhancing cultural continuity in post-Soviet contexts. The results indicate that creative innovation through localized narrativecantransformarteducationbasedonnationalidentity.Itisrecommendedforfutureresearch to investigate the long-term effects of the method, its inter-disciplinary possibilities, as well as the integration of the method at the policy level in arts and design education.