Page 130 - Razvoj kompetenc prihodnosti v pedagoških študijskih programih

Marjana Dolšina Delač

empirical perspectives revealed that when students actively participate in
the construction of meaning, namely through tactile, visual, auditory, and in-
tellectual processes, they achieve deeper cognitive and emotional engage-
ment (cf. Dolšina Delač, 2025). Such approaches also encourage educators
to reconsider the purpose of art history education in a society, increasingly
shaped by technology, in the sense of visual literacy (cf. Vzgoja in izobraže-
vanje, 52(5)).
The analysis of results confirms that the application of contemporary
teaching strategies transforms the traditional perception of art history as a
static, fact-based discipline into a dynamic field of inquiry in which students
construct meaning through interaction and experience. These findings res-
onate with constructivist learning theories, which maintain that knowledge
should not be transmitted passively but actively built through engagement
and contextual understanding (Kolb, 2015; Šteh, 2004). The success of these
methods depends not merely on technological novelty but on their capacity
to facilitate cognitive, emotional, and social dimensions of learning.
When considering the role of AI, it remains the one mysterious path of the
future we still try to foresee.¹⁴ In the absence of clear guidelines, a critical
and cautious approach remains essential. AI should be introduced progres-
sively, beginning with a theoretical overview of its development and poten-
tial, and subsequently integrated thoughtfully into pedagogical practice. Ul-
timately, the challenge for future art history educators lies in balancing the
intellectual rigor of historical analysis with the creative and participatory po-
tentials of new media. By maintaining a human-centred perspective, art his-
tory teaching can continue to cultivate analytical precision, empathy, and
cultural awareness – the competencies that are vital for navigating the com-
plexities of contemporary visual culture.
However, the present study is constrained by several limitations. The small
sample size and the focus on a single elective course limit the generalisabil-
ity of the findings. Time constraints further restricted the implementation of
more complex, authentic learning activities. Moreover, the rapid evolution of
AI technologies renders conclusions regarding their pedagogical integration
provisional, reflecting only a transient moment in an ongoing technologi-
cal transformation. Future research should therefore investigate the longi-
tudinal effects of multisensory and AI-enhanced pedagogies, conduct com-
parative analyses between traditional and flipped or multisensory classroom

¹⁴ This intricate topic of AI in teaching art history lies beyond the scope of the current paper and
will be separately addressed in one of the forthcoming articles.

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