Page 120 - Razvoj kompetenc prihodnosti v pedagoških študijskih programih

Marjana Dolšina Delač

The study addresses the following research questions:

1. How can contemporary didactic approaches enhance student engage-
ment and critical understanding in art history education?
2. Which pedagogical strategies (multisensory learning, formative assess-
ment, flipped classroom, and authentic learning) prove most effective
for fostering active participation and deeper comprehension?
3. Howcandigitaltools,includingartificialintelligence,beintegratedinto
art history teaching to support rather than replace human interpreta-
tive processes?

Methodology
This research employs a small-scale qualitative pedagogical methodology
that combines theoretical inquiry with empirical observation. The empiri-
cal segment was conducted within the beforementioned elective university
course involving six master’s students enrolled in the art history teaching
track. Since the course was implemented as a pilot module within the frame-
work of the project Modernisation of Pedagogical Programmes (Posodobitve
pedagoških programov), all students did not undergo a separate formal con-
sent procedure. They were, however, fully informed in advance that their
course activities-including lesson plans, teaching demonstrations, and re-
flectivewritings-wouldbecollected andusedanonymously forresearch and
programme development purposes. All materials were handled with strict
confidentiality and anonymised during analysis, ensuring that no personally
identifiable information appeared in this final writing, except the ones with
a written consent in the interest of transparency.
The study employed a multi-method approach, including participatory
observation, analysis of lesson plans, and reflective documentation of teach-
ing sessions. Students developed and tested innovative art history teaching
strategies, while the instructor monitored their implementation, collecting
data from observations, discussions, reflections, and feedback sessions. The
methodological framework emphasizes interpretive analysis rather than sta-
tistical measurement, aligning with constructivist educational theory that
prioritizes experience-based learning. Reflective journals and observational
notes in students’ portfolios as well as lesson plans were examined through
qualitative content analysis, the latter with attention to activity structure,
cognitive demand according to Bloom’s taxonomy, and the integration of
multisensory or digital components.
Data were collected over the duration of the course using multiple qualita-

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