DIGITAL ARTS, COMMUNITY AND GLOBAL LEARNING: TRANSFORMING TEACHER PREPARATION FOR CREATIVE AND PARTICIPATORY E-LEARNING
DOI:
https://doi.org/10.29121/shodhkosh.v7.i3s.2026.7271Abstract [English]
The rapid evolvement of digital technologies has brought a lot of transformation in the education practices particularly in the participatory and creative learning settings. This research is aimed at providing a Digital Arts-Driven Participatory E-Learning Framework (DAPEF) that could transform the idea of teacher preparation in order to incorporate the digital arts, community participation and global learning. The proposed research is going to be premised on a mixed-methodology to determine the extent to which the suggested framework could be utilized to enhance the effectiveness of primary teaching competencies, such as creativity, digital literacy, collaboration, and global awareness among the pre-service teachers. It relies on the principles of constructivism, connectivism, and experiential learning and is implemented in a multi-step process that includes the creation of content, collaboration, interaction, reflection, and adaptation. The study will include the comparative analysis of the traditional teacher preparation and the suggested one. The findings indicate that the DAPEF model has a positive significant influence on the relationship with learners, creative expression, and digital skills and enables the building of the intercultural competence revolving around global cooperation and community learning processes. The results suggest the idea that integrating the elements of digital arts in pedagogical process will allow teachers to establish more interactive and oriented to the learner classes. In addition, participatory e-learning strategies enhance the on-going professional development and experiential learning. However, the technological connectivity concerns, structural barriers, and varying levels of digital preparedness are mentioned as potential implementation barriers. The study contributes to the field of teaching education since it provides a multifaceted and personalized system that would appeal to the contemporary education demands. It indicates the need to introduce new and interdisciplinary ways of educating teachers to be prepared to work in versatile and globally integrated learning setting.
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