The relevance of the study is determined by the need to modernise the training of future art teachers through blended learning, which allows for an effective combination of traditional and digital technologies, taking into account modern educational requirements and the peculiarities of artistic activity. The study under scrutiny here sets out to highlight the specifics of the implementation of blended learning in the system of higher pedagogical education. In particular, it focuses on the role of this implementation in the formation of the professional competences of future art teachers. In this regard, the study involves analysing methodological approaches to the integration of digital tools into the educational process. Furthermore, it involves evaluating the effectiveness of combining online lectures and virtual master classes with practical work in art studios. In these studios, students have the opportunity to experiment with materials and translate theoretical knowledge into specific creative projects. The article provides a comprehensive overview of the factors that contribute to methodological competence in the context of blended learning. In particular, it emphasises the necessity of systematic enhancement of the quality of art education through the utilisation of contemporary digital platforms for the organisation of collaborative projects, the creation of interactive learning materials, and the application of innovative pedagogical approaches. The article proposes an integrated model of art teacher training that combines adaptive digital resources, online consultations with leading experts, interactive workshops that utilise artificial intelligence to analyse creative works, and individualised educational trajectories that consider each student’s unique creative potential.
Сулаєва et al. (Fri,) studied this question.