DIGITAL TECHNOLOGIES IN ART EDUCATION FOR PRIMARY SCHOOL STUDENTS IN CHINA

Abstract

The article presents some results of a theoretical and methodological study aimed at identifying and analyzing the key barriers to the integration of digital technologies into art education in Chinese primary schools. The methodological foundation comprised a comparative analysis of educational statistics, a systemic analysis of state educational standards and curricula, as well as theoretical modeling based on L.S. Vygotsky’s cultural-historical approach and A. Kozbelt’s concept of stages of creativity development. The analysis revealed and described a central paradox: the dissonance between the high level of technical equipment in schools and the extremely low efficiency of equipment usage due to a deficit in teachers’ digital competence and a lack of adapted methodologies. The theoretical significance of the work lies in the systematization of the problems of digitalization in art pedagogy within the specific Chinese context and their theoretical interpretation. The practical value is determined by the development of specific practice-oriented recommendations, among which the targeted improvement of teachers’ digital literacy and a substantive restructuring of the educational process, ensuring the preservation of the emotional-figurative nature of art when using digital tools, are of priority importance.