Effect of Blended Learning on the Artistic Competence in Art Institutions of Ukraine

Abstract

Art education in Ukraine is currently facing challenges related to limited access to educational resources and disruptions to traditional learning formats. Therefore, the development of effective approaches to supporting students' artistic competence has become increasingly important.The study aimed to determine the efficiency of blended education in the formation of artistic competence of students in higher artistic educational institutions in Ukraine. The study involved 50 students, divided into control and experimental groups (25 people each). The study used mixed methods and was quasi-experimental research design. Purposive sampling was used. Pre-Test, Post-Test, creative project, expert assessments, and questionnaires were used. Quantitative data were processed using descriptive statistics, t-tests for independent samples, and analysis of dynamics (Δ). The results showed that in the experimental group, after the application of mixed learning, the level of theoretical knowledge and technical skills increased. Students in the experimental group achieved higher results in key components of artistic competence: theoretical knowledge, technical skills, creative innovation, and reflexivity. In particular, the total artistic competence index in this group increased by an average of 13.8 points, while in the control group it increased by only 6.3 points. All differences were statistically significant (p < 0.001). The conclusions indicate that there is effectiveness of blended learning in art education, however, even in the conditions of modern challenges. Specific practical recommendations and directions for further research are proposed, considering the identified limitations.