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This article proposes a theoretically grounded framework for developing students’ aesthetic worldview through visual arts instruction. Using conceptual analysis and narrative synthesis, it identifies attentive observation, contextual interpretation, creative expression and reflective evaluation as mutually reinforcing dimensions. Practical instructional procedures and formative indicators are described. The article does not report experimental data; its contribution is a structured pedagogical model for future classroom application and evaluation.
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Mamatqulov et al. (2026) studied this question.
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