On visual arts education between 2006-2024 content analysis of written postgraduate theses

This study aims to examine the general trends in postgraduate theses produced in the field of visual arts education in Türkiye between 2006 and 2024 through the method of content analysis. Based on data obtained from the National Thesis Center of the Council of Higher Education (YÖK), the theses were systematically analyzed in terms of their types, distribution by year, employed research methods, characteristics of the study groups, preferred subject areas, and the recommendations presented by the researchers. A total of 455 postgraduate theses were examined, including 104 doctoral dissertations and 351 master's theses. This comprehensive analysis is expected to serve not only as a valuable reference for future research in the field, but also to shed light on emerging research orientations. The findings indicate that the production of master's theses peaked in 2019, while doctoral dissertations increased notably during the 2018–2019 period. It is considered that the COVID-19 pandemic may have influenced research activities during this time. Regarding research methodology, qualitative approaches were most frequently employed in master's theses, whereas mixed methods were the least preferred. Similarly, qualitative methods dominated doctoral dissertations, with limited use of quantitative approaches. Analysis of the study groups revealed that visual arts teachers were the most frequently studied population in master's theses, with the 6th grade level in middle schools being particularly prominent. Conversely, studies at the preschool level were found to be highly limited. Doctoral dissertations also predominantly focused on the middle school level, with no studies identified for the 1st and 2nd grades of primary education. In terms of thematic distribution, master's theses commonly emphasized the perspectives of teachers, students, and parents, whereas doctoral dissertations tended to adopt interdisciplinary approaches and cultural perspectives. It was observed that contemporary issues such as environmental awareness, sustainability, and curriculum implementation were insufficiently addressed at both levels. Within the scope of researcher recommendations, practical suggestions largely focused on curriculum development, technology integration, and interdisciplinary approaches, while sustainability-related themes received comparatively less attention. The majority of the recommendations were concentrated on methodological and assessment-related aspects, and there was a noted need for further research in areas such as art therapy and health. In conclusion, postgraduate research in the field of visual arts education in Türkiye has primarily focused on traditional and interdisciplinary subjects, whereas globally significant contemporary issues remain underexplored. These findings underscore the necessity for future studies to give greater attention to themes such as sustainability, environmental consciousness, and innovative curriculum practices. Keywords: Art, Art education, Visual arts education, Content analysis.