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ORIGINAL RESEARCH

Eur. j. cult. manag. policy
Volume 14 - 2024 | doi: 10.3389/ejcmp.2024.13171
This article is part of the Special Issue Unlocking Artistic Research - How to Reframe and Transform the Current Challenges of Managing and Supporting Artistic Research by Discovering and Imagining New Forms of Impact and Value View all 7 articles

The Future Is Now: Pioneering Transformative Approaches in Higher Education within Creative Fields

Kristina Kuznetsova-Bogdanovitsh Kristina Kuznetsova-Bogdanovitsh 1*Anna Maria Ranczakowska Anna Maria Ranczakowska 2
  • 1 Viljandi Culture Academy, Faculty of Arts and Humanities, University of Tartu, Tartu, Estonia
  • 2 Tallinn University, Tallinn, Harju County, Estonia

The final, formatted version of the article will be published soon.

    This study investigates transformative approaches in arts and arts management education, highlighting the urgency for adaptive pedagogies in response to the unprecedented disruptions caused by recent global crises. The impact of these crises has profoundly affected the arts and cultural sectors, emphasising the need for higher education to equip students with skills to navigate and lead through complex and evolving cultural, social and economical landscapes. Our research focuses on immersive learning experiences and transformative learning theories as crucial methodologies in fostering essential future skills like adaptability, critical thinking, and innovative problem-solving in higher education. By integrating transformative learning theory and UNESCO's model of future skills, we explore how such educational frameworks can profoundly influence students' abilities to address societal transitions effectively. This study draws on qualitative data from immersive learning experiences in arts universities and provides empirical insights into the pedagogical effectiveness of combining transformative learning with hands-on, real-world engagement. The findings advocate for an educational paradigm that not only transfers knowledge but also significantly enhances the resilience and inclusivity of future arts professionals. This research contributes to the discourse on higher education's role in cultivating creative leaders adept at navigating transitions towards more sustainable and inclusive cultural landscapes.

    Keywords: transformative learning, Higher Education, creative fields, skills for the future, global transitions

    Received: 24 Apr 2024; Accepted: 23 Dec 2024.

    Copyright: © 2024 Kuznetsova-Bogdanovitsh and Ranczakowska. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

    * Correspondence: Kristina Kuznetsova-Bogdanovitsh, Viljandi Culture Academy, Faculty of Arts and Humanities, University of Tartu, Tartu, Estonia

    Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.