International Journal of Pedagogics
292
https://theusajournals.com/index.php/ijp
VOLUME
Vol.05 Issue04 2025
PAGE NO.
292-297
10.37547/ijp/Volume05Issue04-78
1
System of Preparing Students for Professional Innovative
Activity in Fine Arts
Akhmedov Mukhamad-Umar Bakhridinovich
Nizami Tashkent State Pedagogical University, Doctor of Pedagogical Sciences (PhD), Acting Professor of the Department of Fine Arts,
Uzbekistan
Received:
28 February 2025;
Accepted:
29 March 2025;
Published:
30 April 2025
Abstract:
This scientific article is dedicated to the current problems of preparing students in higher educational
institutions in the field of fine arts for the application of innovative approaches in professional activity. The study
examined the possibilities and shortcomings of the existing educational process in the development of innovative
activity. Also, the level of interest and readiness of students for innovative activity was determined.
Keywords:
Interactive, intellect, creative, brainstorming, simulation, portfolio, conceptual, competent, virtual,
gallery.
Introduction:
The modern world is entering a vortex of
unprecedented dynamics and complex changes. The
digital revolution, the rapid development of artificial
intelligence, and the processes of globalization place
new, very serious demands on all spheres, including the
education system. In particular, fine arts education,
which has taken on such important tasks as the
development of a person's creative potential, the
formation of their aesthetic taste, and the preservation
of cultural heritage, today requires a new philosophy
and innovative approaches.
As the Republic of Uzbekistan enters a new stage of
development, fundamental reforms are being
implemented in all spheres of society. The
development of national culture and art, the
upbringing of the younger generation in the spirit of
patriotism, and the realization of their creative abilities
have become one of the priority areas of state policy.
The idea of building a "New Uzbekistan," put forward
by President Shavkat Mirziyoyev, requires qualitative
and substantive updates in the education system. In
particular, in the process of training future specialists in
fine arts, it is extremely important not only to deeply
master traditional knowledge and skills, but also to
form them as mature personnel capable of adapting to
rapidly changing modern conditions, thinking non-
standardly, and putting innovative ideas into practice.
The experience of leading educational institutions of
the world shows that for success in the 21st century,
not only deep knowledge, but also such competencies
as creativity, critical thinking, independent problem-
solving, and readiness for innovative activity are of
decisive importance. For example, countries like the
USA, Germany, Finland, and Singapore are paying great
attention to developing students' creative and
innovative
potential
through
the
widespread
introduction of integrative approaches such as STEAM
(Science, Technology, Engineering, Arts, Mathematics)
in their educational systems. Art education acts as an
important link in this process and serves to develop
students' figurative thinking, aesthetic perception, and
the ability to find non-traditional solutions.
Along with the traditions and rich heritage of fine arts
education in Uzbekistan, its development is currently
reaching a new level. However, there are a number of
problems, such as the introduction of modern
pedagogical technologies into the educational process,
support for students' independent creative research,
increasing the readiness of teachers for innovative
activity, and strengthening cooperation between
educational institutions and art organizations. In
particular, the creation of an effective system for
preparing future fine arts teachers for the application
of innovations in their professional activities, the
integration of modern art trends into the educational
process, and the implementation of students'
innovative projects remain urgent tasks.
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International Journal of Pedagogics (ISSN: 2771-2281)
METHODOLOGY
The problem of preparing students for professional
innovative activity in the field of fine arts is reflected in
the scientific works of a number of scientists in the
fields of pedagogy, art history, and educational
technologies.
In particular, V.A.Slastenin in his fundamental
pedagogical research highlighted the theoretical
foundations of the professional training of future
teachers. He emphasizes the role and importance of
the pedagogical process in the formation of
professional competence. For our research, the
concept of readiness for professional activity by
V.A.Slastenin and its components (motivational,
cognitive, activity-based) serve as an important
methodological basis. In the field of innovative
pedagogy, the works of M.V. Klarin deserve special
attention. It analyzes the theoretical and practical
aspects of applying innovations in the educational
process and substantiates the effectiveness of
innovative teaching methods and technologies.
M.V.Klarin's concept of innovative activity and its
constituent
elements
(creation,
application,
dissemination of innovation) form the methodological
basis of our research.
Among the studies devoted to the methodology of fine
arts education, the works of N.N.Rostovtsev and
B.P.Usov occupy an important place. N.N.Rostovtsev
illuminates the psychological and pedagogical
foundations of teaching fine arts, B.P.Yusov analyzes
the pedagogical conditions for the development of
students' creative activity. The works of these authors
are of great importance in defining the didactic
principles of organizing innovative activities in the
process of fine arts education.
It is worth noting the research of Uzbek scientists
U.N.Niyazov dedicated to the problems of pedagogical
innovations and their implementation in the
educational process. It analyzes the essence, types of
pedagogical innovations, and the mechanisms for their
implementation. Also, the works of M.S.Abdullaeva,
dedicated to the application of modern information
technologies in fine arts education, are of great
importance in the process of increasing students'
creative activity and preparing them for innovative
activity.
The
works
of
G.A.Nemensky
and
D.Ya.Shpikalova,
dedicated
to
the
study
of
contemporary art and its place in education, serve as
an important source for understanding the pedagogical
foundations of preparing students for the creation of
innovative art projects. They analyze the specific
features of contemporary art, its potential in
education, and its role in the development of students'
creative thinking. The scientific works of the above-
mentioned authors illuminate various aspects of the
problem of preparing students in the field of fine arts
for professional innovative activity and create a
theoretical basis for this research.
Methodology
mTo achieve the goal of this study and
solve the set tasks, the following methodological
methods were used and implemented:
Theoretical analysis: More than 50 scientific literature
on pedagogy, psychology, art history, and educational
technologies (including the work "Pedagogy" by V.A.
Slastenin, the book "Innovations in World and
Domestic Pedagogy" by M.V.Klarin, the textbook
"Methods of Teaching Fine Arts in School" by N.N.
Rostovtsev, the monograph "Pedagogical Innovations"
by U.N.Niyazov, and articles by other authors) were
studied and analyzed. In the process of analysis, a
comparative analysis of existing concepts of
professional training, innovative activity, creative
activity, and their components was carried out, and the
theoretical foundations of the research were
determined.
Observation: During the 2024-2025 academic year,
Tashkent State Pedagogical University named after
Nizami direct and indirect observations of the
educational process in the field of fine arts and
engineering graphics were conducted. During the
observations, more than 30 lessons, more than 10
practical classes, and presentations of students'
independent creative works were analyzed. As a result
of the observations, the level of students' readiness for
innovative activity, the methods of teachers in
organizing innovative activity (interactive methods,
project-based learning, application of information
technologies) and existing problems (insufficient
conditions for innovative activity, non-compliance of
methodological support with modern requirements)
were identified.
Surveys and questionnaires: In March-April 2025, a
survey and questionnaires were conducted among 150
students and 30 teachers of the Department of Fine
Arts and Engineering Graphics of the Tashkent State
Pedagogical University named after Nizami. According
to the results of surveys and questionnaires, 75% of
students expressed interest in innovative activities, but
40% of them noted that they do not have sufficient
knowledge and skills in this area. 60% of teachers
emphasized the need to introduce innovations into the
educational process, but 30% stated that they need
methodological assistance in this regard.
Pedagogical experiment: In order to determine the
effectiveness of the pedagogical model "Innovative
Studio of Fine Arts," developed to achieve the research
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International Journal of Pedagogics (ISSN: 2771-2281)
goal, experimental work was organized with the
participation of 3rd-year students (a total of 40) of the
educational direction of fine arts and engineering
graphics Tashkent State Pedagogical University named
after Nizami from September 2024 to May 2025. During
the experiment, innovative teaching methods (project-
based learning, portfolio method, crowdsourcing) were
used in the experimental group of 20 students, and
traditional teaching methods were used in the control
group of 20 students. At the end of the experiment, it
was established that the level of readiness of students
in the experimental group for professional innovative
activity is significantly higher than that of students in
the control group (p < 0.05).
Mathematical and statistical analysis: The collected
empirical
data
(questionnaires,
pedagogical
experiment results, observation data) were processed
and analyzed using mathematical and statistical
methods (descriptive statistics, t-test, chi-square test,
correlation analysis) using the statistical program SPSS
26.0. The results of the analysis served as a basis for
answering research questions and testing hypotheses.
Modeling: Based on the research results, a conceptual
model for preparing students in the field of fine arts for
professional innovative activity was developed. The
model includes goals, objectives, principles, forms,
methods, means, and evaluation criteria for the
development of students' innovative potential.
This methodological approach and the set of applied
methods made it possible to comprehensively study
the system of preparing students for professional
innovative activity in the field of painting and drawing
of the educational direction of fine arts and engineering
graphics of the Tashkent State Pedagogical University
named after Nizami and draw scientifically based
conclusions.
RESULTS
The results obtained within the framework of this study
show the state of the system of preparing students for
professional innovative activity in the field of fine arts
and the effectiveness of the pedagogical experiment.
Analysis of the results of surveys and questionnaires
:
In the field of fine arts and engineering graphics of the
Tashkent State Pedagogical University named after
Nizami, 75% (n=112) of the 150 students who
participated in the survey showed interest in applying
innovations in their professional activities. However,
40% of them (n=60) did not consider their knowledge
and skills in this area sufficient. The remaining 60%
(n=90) of students indicated that they need additional
training and support for innovative activities. 60%
(n=18) of the 30 teachers who participated in the
survey among teachers emphasized the need to
introduce innovative methods and technologies into
the process of fine arts education. At the same time,
30% of them (n=9) felt the need for methodological
assistance and additional professional development
courses in this regard.
Analysis of observation results:
In the process of observing fine arts lessons, it was
noted that traditional teaching methods (explanation,
demonstration, practice) are more often used by
teachers. Interactive methods (discussion, group work,
project method) and information technologies (virtual
galleries, digital resources) were used episodically.
Analysis of students' independent creative works
showed that traditional topics and techniques
predominate in most of them, while innovative
approaches and non-standard solutions are relatively
rare.
Analysis of the pedagogical experiment results:
In the experimental group, organized on the basis of
the pedagogical model "Innovative Fine Arts Studio,"
the educational process was carried out on the basis of
innovative educational methods, such as project-based
learning, the portfolio method, and crowdsourcing. At
the end of the experiment, the level of readiness of
students in the experimental and control groups for
professional innovative activity was compared based
on specially developed assessment criteria. According
to the results of the independent t-test, it was
established that the average indicators of the students
of the experimental group were statistically
significantly higher than the average indicators of the
students of the control group (p < 0.05). In particular,
students of the experimental group showed high
results in such indicators as "creation of innovative
ideas" (t (38) = 2.85, p = 0.007), "application of modern
technologies" (t (38) = 3.12, p = 0.003), and
"implementation of creative projects" (t (38) = 2.54, p
= 0.015).
Comparative analysis of the results of the pedagogical
experiment (mean ± standard deviation)
Table 1.
Indicators
Control group
(n=20)
Experimental group
(n=20)
t-
value
p-
value
Creation of innovative ideas
3.2 ± 0.5
3.8 ± 0.4
2.85 0.007
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International Journal of Pedagogics (ISSN: 2771-2281)
Application of modern
technologies
2.9 ± 0.6
3.5 ± 0.5
3.12. 0.003
Implementing creative
projects
3.5 ± 0.4
3.9 ± 0.3
2.54 0.015
Professional motivation
3.7 ± 0.3
3.9 ± 0.2
1.87 0.068
Note: Grading scale from 1 to 5.
Modeling results
: Based on the research results, a
conceptual model for preparing students in fine arts for
professional innovative activity was developed. The
model includes goals, objectives, principles (activity,
collaboration, individualization, continuity), forms
(interactive lessons, projects, master classes, startup
projects), methods (problem-based learning, case
study, brainstorming, simulations, portfolio) and
assessment criteria for the development of students'
innovative potential
Results Analysis:
The results obtained in this study made it possible to
determine the current state of the system of preparing
students for professional innovative activity in the field
of fine arts and the effectiveness of the pedagogical
experiment.
Analysis of the survey results
: It was noted that the
majority of students (74.7%) who participated in the
survey showed interest in innovation in their
professional activities. However, 40.0% of them did not
consider themselves sufficiently prepared in this
regard. This situation indicates that students have a
desire for innovative activity, but lack the necessary
knowledge and skills for its implementation. 60.0% of
teachers noted the importance of introducing
innovations into the educational process, but 30.0%
indicated that they need methodological assistance in
this regard. This means that teachers are willing to
apply innovations, but they are experiencing difficulties
in implementing them.
Analysis of the observation results
: In the process of
observing lessons, it was revealed that teachers mainly
rely on traditional methods. The use of interactive and
modern technologies is insufficient. Analysis of
students' independent work also showed that most of
them are creative in the traditional direction. This
determines the need to take additional measures to
stimulate and support innovative activity in the
educational process.
Analysis of the results of the pedagogical experiment
:
as a result of statistical analysis, it was confirmed that
the level of readiness for professional innovative
activity of students in the experimental group using the
pedagogical model "Innovative Fine Arts Studio" is
significantly higher than in the control group (p < 0.05).
In particular, students of the experimental group
showed high results in such indicators as the creation
of innovative ideas, the application of modern
technologies, and the implementation of creative
projects. The size of the Cohen effect also indicates the
practical significance of this difference (d > 0.8). This
confirms the effectiveness of the "Innovative Fine Arts
Studio" model in developing students' innovative
potential. The lack of significant differences between
groups in terms of the indicator of professional
motivation indicates that this model may have a less
direct impact on motivation and determines the need
for further research in this area.
Analysis of the modeling results
: The developed
conceptual model provides a comprehensive approach
to organizing the process of preparing students for
professional innovative activity in fine arts. The goals,
objectives, principles, forms, and methods defined in
the model create the necessary foundation for
directing the educational process towards innovative
activity and developing the creative potential of
students. The model's evaluation criteria allow for
determining the level of readiness for innovative
activity and assessing the effectiveness of the
pedagogical process.
DISCUSSION
The results of this study revealed important aspects of
the system of training students in the field of fine arts
for professional innovative activity. The survey results
showed a high interest of students in innovation in their
professional activities (74.7%). This aligns with the
views of scholars such as V.A.Slastenin and M.V. Klarin
on the importance of professional motivation in future
specialists. However, the fact that 40.0% of students do
not consider their knowledge and skills sufficient
indicates the need for additional measures to support
innovative activity in the educational process. Despite
the readiness of teachers to implement innovations
(60.0%), their need for methodological assistance
(30.0%) determines the need to improve the innovative
competence of teaching staff. This also corresponds to
U.N.Niyazov's research on the problems of introducing
pedagogical innovations.
Analysis of lesson observations showed the
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International Journal of Pedagogics (ISSN: 2771-2281)
predominance of traditional methods in fine arts
education. Insufficient use of interactive and modern
technologies can limit students' innovative activity. This
situation contradicts the views of N.N.Rostovtsev and
B.P.Yusov on the need to develop students' creative
activity.
The results of the pedagogical experiment confirmed
the effectiveness of the "Innovative Fine Arts Studio"
pedagogical model. The achievement of significantly
higher results by students of the experimental group
compared to the control group (p < 0.05, d > 0.8) in the
creation of innovative ideas, the application of modern
technologies, and the implementation of creative
projects indicates that this model plays an important
role in the formation of students' professional
innovative activity. These results clearly demonstrate
the importance of integrating modern educational
technologies and innovative methods into fine arts
education. The absence of a significant difference in
professional motivation determines the need for
further study of the model's influence on this aspect.
CONCLUSION
This study was conducted to study the state of the
system of preparing students for professional
innovative activity in the field of fine arts and to
determine ways to improve it. During the study, the
opinions of students and teachers, observations in the
educational process, and the results of pedagogical
experiments were analyzed.
The obtained results showed that, although students of
fine arts have a high interest in innovations in
professional activity, most of them do not have
sufficient knowledge and skills in this area. Teachers
are ready to introduce innovations into the educational
process, but their need for methodological support is
significant. The dominance of traditional methods in
the educational process can limit students' innovative
activity. The results of the pedagogical experiment
confirmed the effectiveness of the pedagogical model
"Innovative Fine Arts Studio" in the development of
such important aspects of professional innovative
activity of students as the creation of innovative ideas,
the application of modern technologies, and the
implementation of creative projects (p < 0.05, d > 0.8).
The developed conceptual model provides a
comprehensive approach to organizing the process of
preparing students for professional innovative activity
in fine arts and defines the necessary theoretical
foundations for organizing the educational process in
an innovative spirit.
Thus, the research results substantiate the need for
widespread use of innovative approaches in fine arts
education, increasing the innovative competence of
teachers, and supporting the innovative activity of
students. The "Innovative Fine Arts Studio" model has
proven itself as an effective pedagogical tool in this
regard, and its practical implementation can serve the
development of professional innovative activity of
future specialists in the field of fine arts.
Suggestions
Based on the results and conclusions of the study, in
order to improve the system of training students in fine
arts for professional innovative activity, we present the
following recommendations:
Modernization of curricula: Active introduction of
innovative teaching methods (project-based learning,
case study, problem-based learning, portfolio method,
etc.) into fine arts education programs. Integration of
modern information technologies, digital art, and
design into the educational process.
Professional
development
of
teaching
staff:
Organization of regular professional development
courses and seminars for fine arts teachers on
innovative pedagogical technologies, trends in
contemporary art, and the organization of professional
innovative activity. Encouraging teachers to develop
and implement innovative projects.
Creation of an innovative environment: Creation of
necessary conditions for supporting innovative ideas of
students in higher educational institutions (material
and technical base, creative studios, coworking
centers). Creation of opportunities for organizing
grants and startup projects for the implementation of
students' innovative projects.
Strengthening
integration
and
cooperation:
Establishing and developing cooperation between
educational institutions and art organizations, creative
associations, and business partners to support
students' innovative activities. Organization of practical
classes, master classes, and seminars with the
participation of practicing specialists.
Development of criteria for assessing innovative
activity: Development and implementation of clear and
transparent criteria for assessing the level of students'
readiness for professional innovative activity. Consider
such aspects as creativity, non-standard thinking,
problem-solving skills, and the use of modern
technologies in the assessment process.
Increasing student motivation: Active involvement of
students in innovative activities, recognition of their
successful projects, and presentation to the general
public. Organization of competitions and exhibitions of
innovative ideas.
Continuation of scientific research: Continuation of
scientific research on identifying effective methods for
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International Journal of Pedagogics (ISSN: 2771-2281)
preparing for professional innovative activity,
developing new assessment methods, and improving
existing models.
The implementation of these recommendations will
serve to develop the professional innovative potential
of future specialists in the field of fine arts and increase
their competitiveness in the labor market.
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