DEMOGRAPHIC FACTORS INFLUENCING ART STUDENTS’ TENDENCIES TOWARD THE PEERAGOGY LEARNING APPROACH IN HIGHER EDUCATION
DOI:
https://doi.org/10.35631/IJEMP.933030Keywords:
Art Education, Peeragogy, Student-Centered Learning, Socioeconomic Status (SES), 21st-Century SkillsAbstract
This study explores the preferences of art students toward the pedagogy learning approach in the context of higher education. Peeragogy, a collaborative learning approach centered on peer interaction and digital resource utilization, has been recognized as an effective pedagogical approach for fostering 21st-century skills such as creativity, critical thinking, communication, and collaboration. Despite its potential, challenges in its implementation in China’s higher art education persist, including ingrained authoritative teacher-student relationships, lack of self-directed learning among students, and traditional evaluation methods prioritizing individual performance over teamwork. This study analyzes art students' preferences for peeragogy learning approaches based on demographic factors, such as gender and socioeconomic status (SES). By identifying trends and differences in these preferences, the research seeks to enhance the inclusivity and diversity of art education, promoting the effective integration of peeragogy into the art classroom. The findings will provide practical guidance for educators and policymakers, supporting the development of collaborative skills and fostering a positive, inclusive learning environment for art students.
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