Student-centered approach as a condition for ensuring academic success of art majors
DOI:
https://doi.org/10.28925/2311-2409.2026.4519Keywords:
academic success, higher arts education, individualization of learning, student-centered approach, facilitative educational environmentAbstract
The relevance of the study is determined by the transformation of higher arts education in Ukraine
in the context of European integration, the strategic consolidation of student-centered learning as the foundation
for organizing the educational process, and the absence of theoretically substantiated models of its impact
on the academic success of students in arts specialities. The purpose of the article is to substantiate the role
of the student-centered approach as a condition for ensuring academic success of students in arts specialities
and to present a theoretical model of their interrelationship. The methodological basis comprises theoretical
analysis and synthesis of scientific sources, conceptual-categorical analysis, and conceptual modeling; the study
is theoretical and does not involve empirical verification of the proposed model. Drawing on a previous study,
which established that academic success in arts specialities is a complex integrative characteristic encompassing
motivational-value, cognitive-resultative, professional-activity, and creative-reflective components, this article
examines the mechanism of the student-centered approach’s influence on each of them. It is shown that this
approach theoretically conditions the development of each component: it fosters intrinsic motivation through
individual choice and learning trajectory; promotes cognitive activity through independent interpretation;
contributes to performing mastery through mentoring and partnership; and supports reflectivity through selfregulation
and portfolio practices. It is concluded that the student-centered approach is a foundational condition
for ensuring academic success in arts education, as it forms a facilitative, service-oriented, and creatively rich
educational environment. Prospects for further research include empirical verification of the proposed model and
its operationalization for specific types of arts training.
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