Digitalization in visual arts education: A phenomenological study on the use of web 2.0 tools

The aim of this study is to deeply examine the experiences of students and teachers regarding the use of Web 2.0 tools, in order to reveal their effects on artistic creativity, their contributions to the learning process, and their relevance to digital literacy. The study group consists of 11th-grade students enrolled in a public high school in the Şemdinli district of Hakkâri province during the 2023–2024 academic year. A total of six students (three female and three male) were selected through convenience sampling, while five visual arts teachers from different cities were selected using snowball sampling. Conducted within an interpretative phenomenological design, the study includes a five-week implementation process involving Web 2.0 tools. Data were collected through semi-structured interviews, documents, artistic works, and observation notes, and analyzed using interpretative phenomenological analysis. The findings indicate that Web 2.0 tools enhance students' artistic expression, foster collaboration, and develop digital skills. Tools such as Canva, Kahoot, and Artsteps facilitated both individual and group participation. Teachers reported that these tools increased student engagement, enriched the learning experience, and transformed teaching practices. In conclusion, Web 2.0 technologies are found to contribute to visual arts education both pedagogically and technologically.