Evaluation of fine arts education in the context of new media technologies

This study aims to examine educators' experiences and perspectives regarding the use of new technologies in visual arts education. Utilizing a qualitative research design based on the focus group method, data were collected through semi-structured interviews conducted with seven visual arts and seven music teachers. The findings reveal that most educators perceive technology as a supportive tool in the educational process; however, they emphasize that the emotional, intuitive, and practice-based aspects intrinsic to art education cannot be fully addressed through technological means. Participants noted that technology is particularly functional for delivering theoretical content, presenting digital examples of artists, organizing virtual museum visits, and accessing resources. Conversely, they reported that its contribution remains limited in creative production, aesthetic experience, and the development of manual skills. Moreover, teachers expressed concerns that unconscious use of digital tools may suppress creativity, foster mental passivity, and hinder original artistic production. Given the fact that today's students are immersed in digital culture, educators underscored the necessity of a balanced integration of traditional and technological approaches in art education. They also emphasized the importance of cultivating digital literacy skills from an early age under the guidance of teachers. In conclusion, this research offers a multidimensional perspective on the integration of new technologies into pedagogical practices in visual arts education. It highlights the need for an educational model that balances practical application with theoretical transmission, and emphasizes the importance of employing technology in ways that support human-centered, creative, and critical thinking processes in art education. viii Keywords: New media, new media technologies, fine arts education, qualitative research, focus grou