FEATURES OF INTEGRATED TRAINING OF VISUAL ARTS TEACHERS IN THE 3+1 FORMAT WITHIN RUSSIAN–CHINESE EDUCATIONAL COLLABORATION

Abstract

The article explores the pressing issue of strengthening international cooperation in education, where joint educational programs (JEPs) aimed at training teachers capable of working effectively in a multicultural environment are particularly important. One promising area is the integration of Russian academic and Chinese artistic traditions in the training of fine arts teachers. The article aims to identify the specific features of the integrated training of future art teachers within the framework of the Russian-Chinese joint educational program based on the 3+1 model and to analyze its effectiveness based on ten years of empirical experience (2015–2025). The article utilizes a comprehensive methodological approach, including theoretical exploration, project-based forecasting, implementation, and evaluation. The methods employed include systems analysis, comparative research, pedagogical experimentation, monitoring of educational outcomes, as well as a qualitative analysis of final qualification theses and employment data. A pilot study of the 3+1 model at Moscow State Pedagogical University (MSPU) and Sichuan Normal University (SPU), described in the article, demonstrated the format’s high effectiveness: over ten years, over 400 students were trained, 134 of whom successfully completed their studies and received dual degrees. Key components of successful integration are identified: curricular synchronization, bilingual instruction, academic supervision of final qualifying work by MSPU faculty, and intercultural adaptation through extracurricular activities. It is shown that the 3+1 model fosters not only artistic mastery and methodological competence but also intercultural literacy, as evidenced by the increase in the number of graduates entering master’s programs (up to 70% by 2025). The author notes that the joint 3+1 program represents a sustainable and scalable model of integrated training, combining legal rigor, scientifically grounded content, and a practice-oriented focus. It is shaping a new generation of art educators prepared for the challenges of the 21st century and can serve as a model for similar programs in other countries.