International Journal of Art & Design Education最新文献

Reframing Pedagogical Practices Through the UTBO-CLIL Framework in Art and Design Higher Education 通过UTBO - CLIL框架重构艺术与设计高等教育的教学实践

IF 1.4 4区教育学

International Journal of Art & Design Education Pub Date : 2026-08-14 Epub Date: 2026-01-07 DOI: 10.1111/jade.70013

Li Ruyang, Wang Lulu

引用次数: 0

Evaluations of Architectural Students Performance in Design Studio Related With Their Personal Type: A View From Enneagram 建筑系学生在设计工作室的表现评价与个人类型：基于九型人格的视角

IF 1.4 4区教育学

International Journal of Art & Design Education Pub Date : 2026-08-14 Epub Date: 2026-03-31 DOI: 10.1111/jade.70025

Güzin Aydoğan, Mehmet Özdemir

{"title":"Evaluations of Architectural Students Performance in Design Studio Related With Their Personal Type: A View From Enneagram","authors":"Güzin Aydoğan, Mehmet Özdemir","doi":"10.1111/jade.70025","DOIUrl":"10.1111/jade.70025","url":null,"abstract":"The Enneagram, which identifies nine personality types, is widely used in psychology, communication and management. Applying it to architectural education could be beneficial, as each personality type presents distinct strengths and challenges in academic settings. Architectural design studios emphasise creative problem-solving, with students approaching tasks differently based on their cultural background, academic knowledge and personality. This study investigated the relationship between Enneagram personality types and the performance of architectural students in a 14-week design studio. Using the RHETI method developed by Riso and Hudson, each student's personality type was identified and verified through interviews. The study examined students' semester performance and final design studio presentations. Results suggest that personality type can have a significant impact on overall performance in design studios. Understanding their personality type can help students manage their design projects more effectively. Additionally, instructors can use this insight to better understand student motivations and tailor their teaching strategies to support diverse learning styles. This research represents a novel exploration of how Enneagram personality types influence architectural education and suggests possible applications for enhancing both student performance and studio teaching approaches. While this study relied on expert validation to determine personality types, future applications may adapt self-report tools such as RHETI with appropriate instructor training. By highlighting personality-driven learning differences, the study offers exploratory insights into communication in the design studio. Given the small sample size and context-specific scope, the findings should be viewed as preliminary and indicative of directions for future research.","PeriodicalId":45973,"journal":{"name":"International Journal of Art & Design Education","volume":"45 3","pages":"754-768"},"PeriodicalIF":1.4,"publicationDate":"2026-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jade.70025","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147578409","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

‘I'm Just Not Artistic’—An Exploration of Initial Teacher Education Trainees' Confidence in Their Art Ability and their Perceptions of Teaching the Primary Art and Design Curriculum “我就是不艺术”——初级师范教育学员对自己艺术能力的自信与对小学美术与设计课程教学的认知探讨

IF 1.4 4区教育学

International Journal of Art & Design Education Pub Date : 2026-08-14 Epub Date: 2026-01-28 DOI: 10.1111/jade.70012

Kaytie Holdstock

{"title":"‘I'm Just Not Artistic’—An Exploration of Initial Teacher Education Trainees' Confidence in Their Art Ability and their Perceptions of Teaching the Primary Art and Design Curriculum","authors":"Kaytie Holdstock","doi":"10.1111/jade.70012","DOIUrl":"10.1111/jade.70012","url":null,"abstract":"This study explores the ongoing debate surrounding the degradation of art and design in primary education and the perceptions of trainee teachers preparing to teach the subject. It provides a starting point for further research into the role of initial teacher education (ITE) in reframing trainee teachers' conceptions of the nature and importance of the art and design curriculum. This qualitative study interviewed six trainee teachers at the beginning of their first year of teacher education to ascertain their experiences of art to date and explore themes around artistic confidence and preparedness for teaching primary art. The data indicate a surprising trend where trainee teachers have little confidence in their own artistic abilities yet consider themselves effective future art teachers. The study identifies a number of common misconceptions around the nature of primary art as a subject that is fun, low-stakes and expendable as well as highlighting key tensions about trainees' perception of artistic skill as pre-ordained rather than learned.","PeriodicalId":45973,"journal":{"name":"International Journal of Art & Design Education","volume":"45 3","pages":"640-654"},"PeriodicalIF":1.4,"publicationDate":"2026-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jade.70012","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146070178","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Embodied Narrations: Video Narrative Inquiry for Meaning-Making of Learning Contexts 体现叙事：视频叙事探究学习语境的意义

IF 1.4 4区教育学

International Journal of Art & Design Education Pub Date : 2026-08-14 Epub Date: 2026-02-13 DOI: 10.1111/jade.70015

Olaia Miranda Berasategi, Alaitz Sasiain Camarero-Nuñez, Estibaliz Aberasturi-Apraiz

引用次数: 0

Exploring Complex Historical Figures through a Modified Critical Making Framework 通过改进的批判性创作框架探索复杂的历史人物

IF 1.4 4区教育学

International Journal of Art & Design Education Pub Date : 2026-08-14 Epub Date: 2026-05-09 DOI: 10.1111/jade.70029

Jill Kraeger, Kailey Mikulencak, Elise King

{"title":"Exploring Complex Historical Figures through a Modified Critical Making Framework","authors":"Jill Kraeger, Kailey Mikulencak, Elise King","doi":"10.1111/jade.70029","DOIUrl":"10.1111/jade.70029","url":null,"abstract":"This paper examines ‘critical making’ as a framework for exploring complex problems and topics. Critical making combines an iterative process of making with research, reflection and analysis. The authors present a modified critical making process that builds on the reflexive material engagement introduced by the originator of critical making, Matt Ratto and the more structured approach formulated by Garnet Hertz. To illustrate its application, we present a case study applying this adapted critical making model to investigate the contributions of two early female architects, Isabel Roberts and Marion Mahony Griffin. This case study employs a modified five-phase approach that consists of research, ideation, further research, prototyping and reflection. We conclude that critical making fosters critical thinking and enables engagement with complex topics that are challenging to address with traditional research methods. Beyond a theoretical concept, practical opportunities are discussed for incorporating critical making into educational settings and scholarship.","PeriodicalId":45973,"journal":{"name":"International Journal of Art & Design Education","volume":"45 3","pages":"785-801"},"PeriodicalIF":1.4,"publicationDate":"2026-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jade.70029","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148291402","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Effect of Artistic Activities on Adolescents' Creative Thinking: The Mediating Role of Creative Engagement 艺术活动对青少年创造性思维的影响：创造性投入的中介作用

IF 1.4 4区教育学

International Journal of Art & Design Education Pub Date : 2026-08-14 Epub Date: 2025-12-30 DOI: 10.1111/jade.70007

Guanzhen Tang, Liguo Zhang, Huimeng Li, Yang He

{"title":"Effect of Artistic Activities on Adolescents' Creative Thinking: The Mediating Role of Creative Engagement","authors":"Guanzhen Tang, Liguo Zhang, Huimeng Li, Yang He","doi":"10.1111/jade.70007","DOIUrl":"https://doi.org/10.1111/jade.70007","url":null,"abstract":"This study constructed a theoretical framework to analyse the relationship between artistic activities and creative thinking, examining both their external manifestations and underlying mechanisms. Utilising data from 9074 middle school students in Hong Kong and Macao, sourced from the 2022 Programme for International Student Assessment (PISA 2022), the study employed structural equation modelling (SEM) to empirically investigate these relationships. Results indicate that artistic activities enhance adolescents' creative thinking through the mediating role of creative engagement, which involves active participation in knowledge creation, creative expression and creative problem-solving. The study confirms that knowledge creation, creative expression and creative problem-solving serve as core pathways through which creative engagement fosters creative thinking. Collective artistic activities, in particular, exhibit a pronounced effect on promoting creative thinking. Furthermore, gender differences observed from these pathways suggest potential biases embedded in socio-cultural and educational environments. These findings underscore the need to improve more diverse, inclusive and equitable opportunities for gender equity in arts education. Theoretically, the study extends existing theories of creativity development. Practically, it explores new directions for aligning art education goals with societal needs, emphasising: (1) pedagogical design centred on deep creative engagement, (2) the integration of comprehensive artistic literacy and (3) cross-disciplinary resource optimisation to foster an innovative and inclusive art education environment.","PeriodicalId":45973,"journal":{"name":"International Journal of Art & Design Education","volume":"45 3","pages":"623-639"},"PeriodicalIF":1.4,"publicationDate":"2026-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148754255","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Ctrl + Alt + Studio: Exploring Educational Capital and Social Dynamics in Virtual Studios Ctrl + Alt + Studio：探索虚拟工作室中的教育资本和社会动态

IF 1.4 4区教育学

International Journal of Art & Design Education Pub Date : 2026-08-14 Epub Date: 2026-01-20 DOI: 10.1111/jade.70009

Mohamed Yassin, Yasser Mansour, Ahmed El Antably

{"title":"Ctrl + Alt + Studio: Exploring Educational Capital and Social Dynamics in Virtual Studios","authors":"Mohamed Yassin, Yasser Mansour, Ahmed El Antably","doi":"10.1111/jade.70009","DOIUrl":"10.1111/jade.70009","url":null,"abstract":"This paper investigates how moving the architectural design studio from its conventional physical setting to an online multi-user virtual environment (MUVE) affects students' social dynamics. Building on Pierre Bourdieu's concepts of educational capital, habitus and field alongside Jozef Bochenski's theories of authority, the authors employed a quasi-experimental approach with 15 architecture students who completed design tasks in a MUVE while experiencing different forms of tutor-imparted educational capital—specifically written critiques and letter grades. Data collection through linkography, observations and retrospective interviews facilitated analysis of how authority manifests among students in this remediated environment. The findings reveal that MUVEs transform the studio's ‘field’, requiring students to adapt their established habitus while fostering new forms of educational capital tied to technical competence. Letter grades undergo devaluation in virtual environments, while written critiques gain prominence as indicators of epistemic skill. Praised students gained authority among peers and led design conversations with critical verbalisations (CVs), while in grading scenarios, low-graded students were marginalised in high-majority variants but not in low-majority conditions. The gamified nature of MUVEs creates a less formal learning atmosphere that encourages experimentation and peer interaction. These subtle transformations cumulatively impact design practise, influencing students’ decision-making processes, technical language and judgement. By examining the social implications of remediating the design studio, this research contributes to architectural pedagogy by providing insights into how virtual environments reshape not only the practical aspects of design education but also its foundational social dynamics that shape students' architectural identity.","PeriodicalId":45973,"journal":{"name":"International Journal of Art & Design Education","volume":"45 3","pages":"655-673"},"PeriodicalIF":1.4,"publicationDate":"2026-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146014310","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Synergising Computational and Design Thinking in Design Education: A Dual-Process Framework to Enhancing Creativity and Appropriateness 在设计教育中协同计算和设计思维：提高创造力和适当性的双重过程框架

IF 1.4 4区教育学

International Journal of Art & Design Education Pub Date : 2026-08-14 Epub Date: 2026-01-20 DOI: 10.1111/jade.70017

Weizhen Wang, Yufan Yang, Yuan Fang

{"title":"Synergising Computational and Design Thinking in Design Education: A Dual-Process Framework to Enhancing Creativity and Appropriateness","authors":"Weizhen Wang, Yufan Yang, Yuan Fang","doi":"10.1111/jade.70017","DOIUrl":"10.1111/jade.70017","url":null,"abstract":"This study addressed the critical challenge of integrating computational thinking (CT) and design thinking (DT) in design education, a necessity further amplified by the rapid proliferation of generative artificial intelligence (AI) to enhance both creativity and appropriateness in design outcomes. Grounded in cognitive theory, a novel dual-process framework is proposed and validated, synergising CT's algorithmic rigour with DT's iterative empathy within a structured two-dimensional ontology space. In an experiment on fashion pattern design, AI style transfer extended human-originated concepts. Using a mixed-methods approach—combining eye-tracking, subjective ratings and expert evaluation—results demonstrate that CT-extended designs significantly outperformed human-originated counterparts in creativity (originality, usefulness) and appropriateness (thematic relevance, aesthetic satisfaction). The findings support the framework's efficacy in expanding the solution space while ensuring contextual coherence, balancing divergent and convergent processes. Theoretically, it contributes a validated dual-process model; methodologically, a replicable multimodal protocol; and practically, it provides design educators actionable, evidence-based guidance for integrating AI, including structured cognitive bridging prompts.","PeriodicalId":45973,"journal":{"name":"International Journal of Art & Design Education","volume":"45 3","pages":"691-712"},"PeriodicalIF":1.4,"publicationDate":"2026-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146014316","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Studio Pedagogy in Transition: Lecturers' Reflections on Creative Arts Education in a Post-COVID World 转型中的工作室教学法：讲师对后COVID世界中创意艺术教育的思考

IF 1.4 4区教育学

International Journal of Art & Design Education Pub Date : 2026-08-14 Epub Date: 2026-04-16 DOI: 10.1111/jade.70026

Tara Winters, Nick Konings

{"title":"Studio Pedagogy in Transition: Lecturers' Reflections on Creative Arts Education in a Post-COVID World","authors":"Tara Winters, Nick Konings","doi":"10.1111/jade.70026","DOIUrl":"10.1111/jade.70026","url":null,"abstract":"This paper presents findings from interviews with creative arts academics examining how the COVID-19 disruption reshaped studio-based teaching practices and informed future pedagogical thinking. Participants described the disruption as a period that compelled rapid adaptation and created opportunities to experiment, review and reflect on their teaching practices. Staff are committed to learning from this time. Lecturers expressed a strong preference for in-person teaching, with the purposeful integration of online and digital pedagogies seen as key to expanding studio teaching. Our results suggest increased interest in the potential benefits of a blended approach. Results also revealed that the COVID-19 disruption triggered deeper, systemic shifts in student behaviour and in teaching mindsets, changes they understood as extending beyond short-term crisis responses and signalling more fundamental change. These findings reflect educator accounts, and we therefore interpret claims about student engagement as staff perceptions that warrant triangulation in future research.","PeriodicalId":45973,"journal":{"name":"International Journal of Art & Design Education","volume":"45 3","pages":"769-784"},"PeriodicalIF":1.4,"publicationDate":"2026-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jade.70026","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147695422","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Design Education of Non-design Students and How They Perceive their Design Competency 非设计专业学生的设计教育以及他们如何看待自己的设计能力

IF 1.4 4区教育学

International Journal of Art & Design Education Pub Date : 2026-08-14 Epub Date: 2025-10-17 DOI: 10.1111/jade.12621

Xueting Wu, Mauricio Mejía

{"title":"Design Education of Non-design Students and How They Perceive their Design Competency","authors":"Xueting Wu, Mauricio Mejía","doi":"10.1111/jade.12621","DOIUrl":"10.1111/jade.12621","url":null,"abstract":"This study investigates how non-design majors enrolled in a first-year industrial design foundations course at Arizona State University perceive and develop core design competencies. Positioned within a curriculum that introduces students to product design and industrial design principles, the course emphasises five competencies: synthesis, speculation, modelling, facilitation, and implementation as a scaffold for design. Through qualitative interviews with students from diverse majors, the study explores how these competencies were perceived and applied during the course. Findings indicate that students recognised the value of design in problem-solving and innovation, particularly in managing uncertainty and fostering creativity. The study also highlights the importance of reflective practice in developing a design mindset. However, challenges remain, particularly in fostering collaborative competencies in a non-traditional design education setting. The research suggests that enhancing interdisciplinary collaboration and integrating more practical design activities could further improve design education for non-design students. These findings contribute to the ongoing discourse on the role of design education in non-design disciplines and offer insights into improving design integration in broader educational contexts.","PeriodicalId":45973,"journal":{"name":"International Journal of Art & Design Education","volume":"45 3","pages":"590-606"},"PeriodicalIF":1.4,"publicationDate":"2026-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145311070","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0