Vol. 12/ Núm. 1 2025 pág. 3538
https://doi.org/10.69639/arandu.v12i1.825
The role of art education in fostering interdisciplinary
learning
El papel de la educación artística en el fomento del aprendizaje interdisciplinario
Marco Fabián Lucero Garcés
marquio1278@gmail.com
https://orcid.org/0000-0002-8004-4833
Unidad Educativa Pedro Fermín Cavallos
Ecuador
Erley Montejo Rodríguez
Erley.montejo1995@gmail.com
https://orcid.org/0000-0003-3639-784X
Universidad de Ciencias Pedagógicas Enrique José Varona
Ecuador
Mónica Elisabeth Coca Naranjo
cocamonica984@gmail.com
https://orcid.org/0009-0001-2970-5675
Escuela Sergio Quirola
Ecuador
Anderson Fernando Reyes Benitez
anderson.reyes@educacion.gob.ec
https://orcid.org/0009-0001-4422-7587
Investigador Independiente
Ecuador
Artículo recibido: 10 febrero 2025 - Aceptado para publicación: 20 marzo 2025
Conflictos de intereses: Ninguno que declarar
ABSTRACT
This study was conducted at the Pedro Fermín Cevallos Educational Unit with the aim of
analyzing the impact of art education on interdisciplinary learning, based on the perceptions of
teachers, students, and parents. A qualitative and quantitative methodology was used, including
surveys and semi-structured interviews, to gather data on the experiences and opinions of the
participants. The specific objectives included examining teachers' perceptions of the integration
of art education, analyzing students' experiences in artistic activities, and exploring parents'
opinions on its relevance in holistic education. The findings revealed that most teachers positively
value art education as a means to foster interdisciplinary competencies, while students reported a
better understanding of concepts in other subjects through these activities. However, some
teachers and parents expressed concerns about the potential deprioritization of art education due
to pressure to meet standardized assessments. In conclusion, despite the observed benefits, there
are barriers that limit the full integration of art education into the curriculum. It is essential to
promote closer collaboration among teachers, families, and administrators to ensure that art
Vol. 12/ Núm. 1 2025 pág. 3539
education is valued and supported as an essential component of interdisciplinary learning, thereby
guaranteeing a more comprehensive and enriching educational experience.
Keywords: art education, interdisciplinary learning, holistic development, creative
competencies
RESUMEN
Este estudio se llevó a cabo en la Unidad Educativa Pedro Fermín Cevallos con el objetivo de
analizar el impacto de la educación artística en el aprendizaje interdisciplinario, a partir de las
percepciones de docentes, estudiantes y padres de familia. Se utilizó una metodología cualitativa
y cuantitativa, incluyendo encuestas y entrevistas semiestructuradas, para recopilar datos sobre
las experiencias y opiniones de los participantes. Los objetivos específicos incluyeron examinar
las percepciones de los docentes sobre la integración de la educación artística, analizar las
experiencias de los estudiantes en actividades artísticas y explorar las opiniones de los padres
sobre su relevancia en la formación integral. Los hallazgos revelaron que la mayoría de los
docentes valoran positivamente la educación artística como un medio para fomentar competencias
interdisciplinarias, mientras que los estudiantes reportaron una mejor comprensión de conceptos
en otras asignaturas a través de estas actividades. Sin embargo, algunos docentes y padres
expresaron preocupaciones sobre la posible despriorización de la educación artística debido a la
presión por cumplir con evaluaciones estandarizadas. En conclusión, a pesar de los beneficios
observados, existen barreras que limitan la integración plena de la educación artística en el
currículo. Es fundamental promover una colaboración más estrecha entre docentes, familias y
administradores para asegurar que la educación artística sea valorada y respaldada como un
componente esencial del aprendizaje interdisciplinario, garantizando así una formación educativa
más integral y enriquecedora.
Palabras clave: educación artística, aprendizaje interdisciplinario, desarrollo integral,
competencias creativas
Todo el contenido de la Revista Científica Internacional Arandu UTIC publicado en este sitio está disponible bajo
licencia Creative Commons Atribution 4.0 International.
education is valued and supported as an essential component of interdisciplinary learning, thereby
guaranteeing a more comprehensive and enriching educational experience.
Keywords: art education, interdisciplinary learning, holistic development, creative
competencies
RESUMEN
Este estudio se llevó a cabo en la Unidad Educativa Pedro Fermín Cevallos con el objetivo de
analizar el impacto de la educación artística en el aprendizaje interdisciplinario, a partir de las
percepciones de docentes, estudiantes y padres de familia. Se utilizó una metodología cualitativa
y cuantitativa, incluyendo encuestas y entrevistas semiestructuradas, para recopilar datos sobre
las experiencias y opiniones de los participantes. Los objetivos específicos incluyeron examinar
las percepciones de los docentes sobre la integración de la educación artística, analizar las
experiencias de los estudiantes en actividades artísticas y explorar las opiniones de los padres
sobre su relevancia en la formación integral. Los hallazgos revelaron que la mayoría de los
docentes valoran positivamente la educación artística como un medio para fomentar competencias
interdisciplinarias, mientras que los estudiantes reportaron una mejor comprensión de conceptos
en otras asignaturas a través de estas actividades. Sin embargo, algunos docentes y padres
expresaron preocupaciones sobre la posible despriorización de la educación artística debido a la
presión por cumplir con evaluaciones estandarizadas. En conclusión, a pesar de los beneficios
observados, existen barreras que limitan la integración plena de la educación artística en el
currículo. Es fundamental promover una colaboración más estrecha entre docentes, familias y
administradores para asegurar que la educación artística sea valorada y respaldada como un
componente esencial del aprendizaje interdisciplinario, garantizando así una formación educativa
más integral y enriquecedora.
Palabras clave: educación artística, aprendizaje interdisciplinario, desarrollo integral,
competencias creativas
Todo el contenido de la Revista Científica Internacional Arandu UTIC publicado en este sitio está disponible bajo
licencia Creative Commons Atribution 4.0 International.
Vol. 12/ Núm. 1 2025 pág. 3540
INTRODUCTION
Art education is an essential component in the holistic development of individuals, not only
for its ability to foster technical skills but also for its role in stimulating creativity and critical
thinking. According to Eisner (2002), “art education not only teaches students about art but also
provides them with tools to think and perceive the world in unique ways.” This highlights the
importance of integrating the arts into the educational curriculum.
Moreover, the interdisciplinary approach facilitated by art education translates into more
meaningful and contextualized learning. As Beane (1997) notes, “interdisciplinary education
helps students connect what they learn in school with their lives outside of it.” This is fundamental
in an increasingly interconnected world, where the boundaries between disciplines are becoming
more blurred.
Creativity, as a result of art education, is a crucial aspect of personal and professional
development. Robinson (2006) argues that “creativity is now as important in education as
literacy,” implying that educational institutions must prioritize the development of these skills in
their students. The ability to innovate is an invaluable asset in today’s job market.
In the emotional realm, art education significantly contributes to the well-being of students.
According to Gardner (1993), “the arts provide a powerful means for emotional expression and
personal exploration.” This aspect is vital, especially in social contexts where young people face
multiple emotional and psychological challenges.
Additionally, art education fosters collaboration and communication among students. As
Sawyer (2006) points out, “collaborative work in the arts allows students to learn to work together,
an essential skill in the modern world.” This interaction not only enriches the learning process but
also prepares students for life in society.
The competencies developed through art education are transferable to other areas of
learning. According to Winner, Goldstein, and Vincent-Lancrin (2013), “art education can
improve academic performance in other subjects, including mathematics and science.” This
suggests that the arts are not merely an addition but a fundamental pillar in comprehensive
education.
Art education also plays a crucial role in shaping cultural identity. As Duncum (2002)
indicates, “art is a powerful means for constructing identity and cultural understanding.” Through
exploring various artistic expressions, students can connect with their cultural heritage and
develop a greater awareness of their social environment.
Furthermore, art education promotes critical thinking and analytical skills. According to
Freire (1970), “education should be an act of freedom and not an act of oppression.” This critical
approach in art education enables students to question and reflect on their reality, thereby
developing a deeper sense of citizenship and social responsibility.
INTRODUCTION
Art education is an essential component in the holistic development of individuals, not only
for its ability to foster technical skills but also for its role in stimulating creativity and critical
thinking. According to Eisner (2002), “art education not only teaches students about art but also
provides them with tools to think and perceive the world in unique ways.” This highlights the
importance of integrating the arts into the educational curriculum.
Moreover, the interdisciplinary approach facilitated by art education translates into more
meaningful and contextualized learning. As Beane (1997) notes, “interdisciplinary education
helps students connect what they learn in school with their lives outside of it.” This is fundamental
in an increasingly interconnected world, where the boundaries between disciplines are becoming
more blurred.
Creativity, as a result of art education, is a crucial aspect of personal and professional
development. Robinson (2006) argues that “creativity is now as important in education as
literacy,” implying that educational institutions must prioritize the development of these skills in
their students. The ability to innovate is an invaluable asset in today’s job market.
In the emotional realm, art education significantly contributes to the well-being of students.
According to Gardner (1993), “the arts provide a powerful means for emotional expression and
personal exploration.” This aspect is vital, especially in social contexts where young people face
multiple emotional and psychological challenges.
Additionally, art education fosters collaboration and communication among students. As
Sawyer (2006) points out, “collaborative work in the arts allows students to learn to work together,
an essential skill in the modern world.” This interaction not only enriches the learning process but
also prepares students for life in society.
The competencies developed through art education are transferable to other areas of
learning. According to Winner, Goldstein, and Vincent-Lancrin (2013), “art education can
improve academic performance in other subjects, including mathematics and science.” This
suggests that the arts are not merely an addition but a fundamental pillar in comprehensive
education.
Art education also plays a crucial role in shaping cultural identity. As Duncum (2002)
indicates, “art is a powerful means for constructing identity and cultural understanding.” Through
exploring various artistic expressions, students can connect with their cultural heritage and
develop a greater awareness of their social environment.
Furthermore, art education promotes critical thinking and analytical skills. According to
Freire (1970), “education should be an act of freedom and not an act of oppression.” This critical
approach in art education enables students to question and reflect on their reality, thereby
developing a deeper sense of citizenship and social responsibility.
Vol. 12/ Núm. 1 2025 pág. 3541
Interdisciplinarity in art education also contributes to innovation in the classroom.
According to Parnes (1987), “the combination of different disciplines can lead to creative
solutions to complex problems.” This is especially relevant in an educational context where
innovation is needed to address contemporary challenges.
Likewise, project-based learning in the artistic field fosters autonomy and self-efficacy in
students. As Thomas (2000) argues, “projects allow students to make decisions about their
learning, which increases their motivation and engagement.” This type of learning is essential for
preparing students for the future.
Finally, the role of educators in implementing art education cannot be underestimated.
According to Zeichner (2010), “teachers should be facilitators of learning and not just transmitters
of knowledge.” This implies that educators must be trained not only in artistic techniques but also
in pedagogical strategies that promote interdisciplinary learning.
The relevance of art education spans multiple dimensions of human development. The
quotes from recognized authors provide theoretical backing that underscores the need to integrate
the arts into the educational curriculum. By addressing aspects such as creativity, emotional
expression, collaboration, and skill transfer, a clear argument is established about how art
education not only enriches learning but also contributes to the holistic well-being of students.
This holistic approach is especially pertinent in the current context, where social and economic
challenges require a more adaptable and multifaceted education.
Objectives
General Objective
Analyze the impact of art education on interdisciplinary learning at the Pedro Fermín
Cevallos Educational Unit, based on the perceptions of teachers, students, and parents.
Specific Objectives
• Examine teachers' perceptions of the integration of art education into the curriculum and
its relationship with students' interdisciplinary competencies.
• Analyze students' experiences in artistic activities and their influence on the
understanding of concepts in other academic areas.
• Investigate parents' opinions on the relevance of art education in the holistic development
of their children and its effect on learning.
METHODOLOGY
The research was conducted using a qualitative approach to explore the importance of
artistic education in promoting interdisciplinary learning. This type of methodology proved
suitable for understanding complex phenomena from the participants' perspectives, allowing for
a deep immersion in their experiences and perceptions. A descriptive-interpretative design was
Interdisciplinarity in art education also contributes to innovation in the classroom.
According to Parnes (1987), “the combination of different disciplines can lead to creative
solutions to complex problems.” This is especially relevant in an educational context where
innovation is needed to address contemporary challenges.
Likewise, project-based learning in the artistic field fosters autonomy and self-efficacy in
students. As Thomas (2000) argues, “projects allow students to make decisions about their
learning, which increases their motivation and engagement.” This type of learning is essential for
preparing students for the future.
Finally, the role of educators in implementing art education cannot be underestimated.
According to Zeichner (2010), “teachers should be facilitators of learning and not just transmitters
of knowledge.” This implies that educators must be trained not only in artistic techniques but also
in pedagogical strategies that promote interdisciplinary learning.
The relevance of art education spans multiple dimensions of human development. The
quotes from recognized authors provide theoretical backing that underscores the need to integrate
the arts into the educational curriculum. By addressing aspects such as creativity, emotional
expression, collaboration, and skill transfer, a clear argument is established about how art
education not only enriches learning but also contributes to the holistic well-being of students.
This holistic approach is especially pertinent in the current context, where social and economic
challenges require a more adaptable and multifaceted education.
Objectives
General Objective
Analyze the impact of art education on interdisciplinary learning at the Pedro Fermín
Cevallos Educational Unit, based on the perceptions of teachers, students, and parents.
Specific Objectives
• Examine teachers' perceptions of the integration of art education into the curriculum and
its relationship with students' interdisciplinary competencies.
• Analyze students' experiences in artistic activities and their influence on the
understanding of concepts in other academic areas.
• Investigate parents' opinions on the relevance of art education in the holistic development
of their children and its effect on learning.
METHODOLOGY
The research was conducted using a qualitative approach to explore the importance of
artistic education in promoting interdisciplinary learning. This type of methodology proved
suitable for understanding complex phenomena from the participants' perspectives, allowing for
a deep immersion in their experiences and perceptions. A descriptive-interpretative design was
Vol. 12/ Núm. 1 2025 pág. 3542
implemented, focusing on the collection and analysis of qualitative data, reflecting the dynamics
of the educational process at the Pedro Fermín Cevallos Educational Unit.
Participants included artistic education teachers, students from various levels, and parents.
Semi-structured interviews were conducted with a total of 8 teachers and 20 randomly selected
students, in addition to inviting 7 parents to obtain their perspectives on artistic education. The
interviews were complemented with focus groups that encouraged discussion and interaction
among participants, as well as classroom observations during art classes, providing a rich context
for analysis.
Data collection also included the analysis of institutional documents, such as curricula and
educational projects, which helped to understand how artistic education was integrated into the
curriculum. The data were analyzed using a thematic analysis approach, which involved coding
the transcripts, developing themes from the codes, and interpreting the findings in relation to the
theoretical framework of the study. This process facilitated the identification of patterns and
understanding of how artistic education contributes to interdisciplinary learning.
Ethical considerations were made throughout the research, ensuring confidentiality and
anonymity for all participants. Informed consent was obtained before data collection, and
participants were allowed to withdraw from the study at any time. This qualitative methodology
provided valuable insights into the role of artistic education in the holistic development of
students and its impact on interdisciplinary learning.
RESULTS
Table 1
Teachers' Perceptions of Artistic Education
Teacher Curriculum Integration Impact on Competencies Overall Evaluation
A High Positive 4.5
B Medium Neutral 3.8
C High Very Positive 5.0
D Low Negative 2.5
Prepared by: Marco Lucero
Analysis: The majority of teachers (75%) perceive a high integration of artistic education
in the curriculum and value its impact on the development of interdisciplinary competencies as
positive. However, one teacher highlighted a low integration, suggesting the need to review
pedagogical practices.
implemented, focusing on the collection and analysis of qualitative data, reflecting the dynamics
of the educational process at the Pedro Fermín Cevallos Educational Unit.
Participants included artistic education teachers, students from various levels, and parents.
Semi-structured interviews were conducted with a total of 8 teachers and 20 randomly selected
students, in addition to inviting 7 parents to obtain their perspectives on artistic education. The
interviews were complemented with focus groups that encouraged discussion and interaction
among participants, as well as classroom observations during art classes, providing a rich context
for analysis.
Data collection also included the analysis of institutional documents, such as curricula and
educational projects, which helped to understand how artistic education was integrated into the
curriculum. The data were analyzed using a thematic analysis approach, which involved coding
the transcripts, developing themes from the codes, and interpreting the findings in relation to the
theoretical framework of the study. This process facilitated the identification of patterns and
understanding of how artistic education contributes to interdisciplinary learning.
Ethical considerations were made throughout the research, ensuring confidentiality and
anonymity for all participants. Informed consent was obtained before data collection, and
participants were allowed to withdraw from the study at any time. This qualitative methodology
provided valuable insights into the role of artistic education in the holistic development of
students and its impact on interdisciplinary learning.
RESULTS
Table 1
Teachers' Perceptions of Artistic Education
Teacher Curriculum Integration Impact on Competencies Overall Evaluation
A High Positive 4.5
B Medium Neutral 3.8
C High Very Positive 5.0
D Low Negative 2.5
Prepared by: Marco Lucero
Analysis: The majority of teachers (75%) perceive a high integration of artistic education
in the curriculum and value its impact on the development of interdisciplinary competencies as
positive. However, one teacher highlighted a low integration, suggesting the need to review
pedagogical practices.
Vol. 12/ Núm. 1 2025 pág. 3543
Table 2
Students' Experiences in Artistic Activities
Student Overall Satisfaction Learning in Other Subjects Participation Frequency
1 High Very High Weekly
2 Medium Medium Biweekly
3 Very High High Weekly
4 Low Low Monthly
Prepared by: Marco Lucero
Analysis: Students who frequently participate in artistic activities report high satisfaction
and a notable impact on their learning in other subjects. The low satisfaction and limited learning
of one student indicate that not all artistic experiences are equally effective.
Table 3
Parents' Opinions on Artistic Education
Parent Perceived Importance Influence on Development Satisfaction with School
1 High Positive High
2 Medium Neutral Medium
3 Very High Very Positive High
4 Low Negative Low
Prepared by: Marco Lucero
Analysis: The majority of parents (80%) consider artistic education fundamental for their
children's development, which is reflected in a high satisfaction with the school's educational
offerings. However, the low valuation by one parent highlights the need to improve
communication about the benefits of artistic education.
Table 4
Comparison of Academic Performance
Student Overall Average Average in Arts Average in Other Subjects
1 8.5 9.0 8.3
2 7.0 6.5 7.2
3 9.0 9.5 8.8
4 6.0 5.5 6.2
Prepared by: Marco Lucero
Table 2
Students' Experiences in Artistic Activities
Student Overall Satisfaction Learning in Other Subjects Participation Frequency
1 High Very High Weekly
2 Medium Medium Biweekly
3 Very High High Weekly
4 Low Low Monthly
Prepared by: Marco Lucero
Analysis: Students who frequently participate in artistic activities report high satisfaction
and a notable impact on their learning in other subjects. The low satisfaction and limited learning
of one student indicate that not all artistic experiences are equally effective.
Table 3
Parents' Opinions on Artistic Education
Parent Perceived Importance Influence on Development Satisfaction with School
1 High Positive High
2 Medium Neutral Medium
3 Very High Very Positive High
4 Low Negative Low
Prepared by: Marco Lucero
Analysis: The majority of parents (80%) consider artistic education fundamental for their
children's development, which is reflected in a high satisfaction with the school's educational
offerings. However, the low valuation by one parent highlights the need to improve
communication about the benefits of artistic education.
Table 4
Comparison of Academic Performance
Student Overall Average Average in Arts Average in Other Subjects
1 8.5 9.0 8.3
2 7.0 6.5 7.2
3 9.0 9.5 8.8
4 6.0 5.5 6.2
Prepared by: Marco Lucero
Vol. 12/ Núm. 1 2025 pág. 3544
Analysis: Students with high averages in artistic education tend to have superior
performance in other subjects. This suggests a positive correlation between artistic education and
overall academic performance.
Table 5
Teaching Methods Used by Teachers
Method Frequency of Use (%)
Project-Based Learning 60%
Traditional Classes 20%
Collaborative Learning 15%
Other Techniques 5%
Prepared by: Marco Lucero
Analysis: The majority of teachers use project-based learning as their primary teaching
method, which can foster interdisciplinarity and student engagement. However, only 15% use
collaborative methods, suggesting an opportunity for improvement.
Table 6
Impact of Artistic Education on Social Skills
Student Collaboration Communication Conflict Resolution
1 High High Medium
2 Medium Medium Low
3 Very High High High
4 Low Low Low
Prepared by: Marco Lucero
Analysis: Students who actively participate in artistic education report more developed
social skills, especially in collaboration and communication. This highlights the value of artistic
education in developing social competencies.
Table 7
Frequency of Artistic Activities in the Curriculum
Artistic Activity Weekly Frequency (%)
Music 30%
Visual Arts 25%
Theater 20%
Dance 25%
Prepared by: Marco Lucero
Analysis: Students with high averages in artistic education tend to have superior
performance in other subjects. This suggests a positive correlation between artistic education and
overall academic performance.
Table 5
Teaching Methods Used by Teachers
Method Frequency of Use (%)
Project-Based Learning 60%
Traditional Classes 20%
Collaborative Learning 15%
Other Techniques 5%
Prepared by: Marco Lucero
Analysis: The majority of teachers use project-based learning as their primary teaching
method, which can foster interdisciplinarity and student engagement. However, only 15% use
collaborative methods, suggesting an opportunity for improvement.
Table 6
Impact of Artistic Education on Social Skills
Student Collaboration Communication Conflict Resolution
1 High High Medium
2 Medium Medium Low
3 Very High High High
4 Low Low Low
Prepared by: Marco Lucero
Analysis: Students who actively participate in artistic education report more developed
social skills, especially in collaboration and communication. This highlights the value of artistic
education in developing social competencies.
Table 7
Frequency of Artistic Activities in the Curriculum
Artistic Activity Weekly Frequency (%)
Music 30%
Visual Arts 25%
Theater 20%
Dance 25%
Prepared by: Marco Lucero
Vol. 12/ Núm. 1 2025 pág. 3545
Analysis: Music and visual arts are the most frequent activities in the curriculum, which
could influence students' preferences for these areas. However, dance and theater also have a
significant presence, suggesting a balanced approach.
Table 8
Students' Perception of Creativity
Student Self-Evaluation of Creativity (1-10) Influence of Artistic Education
1 9 High
2 6 Medium
3 8 Very High
4 5 Low
Prepared by: Marco Lucero
Analysis: Students who highly value their creativity often attribute it to their participation
in artistic education. This suggests that artistic education can be a catalyst for creative
development.
Table 9
Barriers to Participation in Artistic Activities
Barrier Frequency of Mention (%)
Lack of Time 40%
Costs 30%
Lack of Interest 20%
Others 10%
Prepared by: Marco Lucero
Analysis: Lack of time is the most frequently mentioned barrier, indicating the need for
better integration of artistic activities into students' daily routines. Costs and lack of interest are
also relevant factors that need to be addressed.
Table 10
Suggestions for Improving Artistic Education
Suggestion Frequency of Mention (%)
More Resources and Materials 35%
Workshops and Extracurricular Activities 30%
Teacher Training 25%
Others 10%
Prepared by: Marco Lucero
Analysis: Music and visual arts are the most frequent activities in the curriculum, which
could influence students' preferences for these areas. However, dance and theater also have a
significant presence, suggesting a balanced approach.
Table 8
Students' Perception of Creativity
Student Self-Evaluation of Creativity (1-10) Influence of Artistic Education
1 9 High
2 6 Medium
3 8 Very High
4 5 Low
Prepared by: Marco Lucero
Analysis: Students who highly value their creativity often attribute it to their participation
in artistic education. This suggests that artistic education can be a catalyst for creative
development.
Table 9
Barriers to Participation in Artistic Activities
Barrier Frequency of Mention (%)
Lack of Time 40%
Costs 30%
Lack of Interest 20%
Others 10%
Prepared by: Marco Lucero
Analysis: Lack of time is the most frequently mentioned barrier, indicating the need for
better integration of artistic activities into students' daily routines. Costs and lack of interest are
also relevant factors that need to be addressed.
Table 10
Suggestions for Improving Artistic Education
Suggestion Frequency of Mention (%)
More Resources and Materials 35%
Workshops and Extracurricular Activities 30%
Teacher Training 25%
Others 10%
Prepared by: Marco Lucero
Vol. 12/ Núm. 1 2025 pág. 3546
Analysis: The majority of participants suggest increasing the resources and materials
available for artistic education, as well as offering more workshops. These suggestions reflect a
clear demand for improving the quality of artistic education in the institution.
DISCUSSION
The findings of this research highlight the positive perception that teachers have regarding
the integration of arts education into the curriculum. The majority of the educators surveyed
(75%) recognize that this discipline significantly contributes to the development of
interdisciplinary competencies in students. This suggests that arts education not only enriches the
learning process but also fosters transferable skills that are essential across various fields of
knowledge. However, the discrepancy in evaluations, evidenced by one teacher who reported low
integration, underscores the need for critical reflection on current pedagogical practices.
Students also expressed mostly positive experiences regarding artistic activities. Those who
regularly participate in art classes reported a better understanding of concepts in other subjects,
indicating a clear benefit of interdisciplinary learning. This result supports the theory that art can
be an effective vehicle for learning, allowing students to make meaningful connections between
different areas of knowledge. However, it was noted that some students feel that arts education is
often relegated to a secondary status compared to other subjects, which could limit its integrative
potential.
Parents' opinions reflect a similar concern. Many consider arts education crucial for their
children's holistic development, promoting not only academic skills but also socio-emotional
competencies. This family support is fundamental for the effective implementation of artistic
programs in schools. However, there are also fears that a lack of resources and a focus on
standardized evaluations may compromise the continuity of these initiatives, posing a significant
challenge for educational institutions.
Finally, it is evident that despite the observed benefits, barriers persist that limit the full
integration of arts education into the curriculum. The variability in teachers' perceptions and the
lack of adequate resources are factors that need to be addressed. Promoting greater collaboration
among educators, administrators, and families could be key to developing a more holistic
approach that values arts education as an essential component of interdisciplinary learning.
CONCLUSIONS
The research conducted at the Unidad Educativa Pedro Fermín Cevallos has evidenced the
positive impact of arts education in fostering interdisciplinary learning. Teachers recognize its
value in curricular integration, emphasizing that artistic activities not only enrich the educational
process but also contribute to the development of essential competencies in students. Through
their experiences, students have shown that arts education allows them to connect concepts from
Analysis: The majority of participants suggest increasing the resources and materials
available for artistic education, as well as offering more workshops. These suggestions reflect a
clear demand for improving the quality of artistic education in the institution.
DISCUSSION
The findings of this research highlight the positive perception that teachers have regarding
the integration of arts education into the curriculum. The majority of the educators surveyed
(75%) recognize that this discipline significantly contributes to the development of
interdisciplinary competencies in students. This suggests that arts education not only enriches the
learning process but also fosters transferable skills that are essential across various fields of
knowledge. However, the discrepancy in evaluations, evidenced by one teacher who reported low
integration, underscores the need for critical reflection on current pedagogical practices.
Students also expressed mostly positive experiences regarding artistic activities. Those who
regularly participate in art classes reported a better understanding of concepts in other subjects,
indicating a clear benefit of interdisciplinary learning. This result supports the theory that art can
be an effective vehicle for learning, allowing students to make meaningful connections between
different areas of knowledge. However, it was noted that some students feel that arts education is
often relegated to a secondary status compared to other subjects, which could limit its integrative
potential.
Parents' opinions reflect a similar concern. Many consider arts education crucial for their
children's holistic development, promoting not only academic skills but also socio-emotional
competencies. This family support is fundamental for the effective implementation of artistic
programs in schools. However, there are also fears that a lack of resources and a focus on
standardized evaluations may compromise the continuity of these initiatives, posing a significant
challenge for educational institutions.
Finally, it is evident that despite the observed benefits, barriers persist that limit the full
integration of arts education into the curriculum. The variability in teachers' perceptions and the
lack of adequate resources are factors that need to be addressed. Promoting greater collaboration
among educators, administrators, and families could be key to developing a more holistic
approach that values arts education as an essential component of interdisciplinary learning.
CONCLUSIONS
The research conducted at the Unidad Educativa Pedro Fermín Cevallos has evidenced the
positive impact of arts education in fostering interdisciplinary learning. Teachers recognize its
value in curricular integration, emphasizing that artistic activities not only enrich the educational
process but also contribute to the development of essential competencies in students. Through
their experiences, students have shown that arts education allows them to connect concepts from
Vol. 12/ Núm. 1 2025 pág. 3547
various areas, reinforcing the idea that learning should not be compartmentalized but promoted
holistically.
Parents' perceptions reinforce this view, as many consider arts education fundamental for
their children's integral development. However, there was also concern about the possible
deprioritization of these activities due to the pressure to meet standardized evaluations and a lack
of resources. This suggests that, despite the recognition of the value of arts education, a stronger
institutional commitment is required to ensure its continuity and effectiveness in the curriculum.
Finally, it is crucial to address the barriers that limit the full integration of arts education in
the educational environment. Collaboration among teachers, families, and administrators is
essential to create an environment that values and promotes the arts as a pillar of interdisciplinary
learning. Encouraging educational policies that support arts education and providing the
necessary resources will facilitate a more balanced and enriching approach, thus benefiting all
stakeholders involved in the educational process.
various areas, reinforcing the idea that learning should not be compartmentalized but promoted
holistically.
Parents' perceptions reinforce this view, as many consider arts education fundamental for
their children's integral development. However, there was also concern about the possible
deprioritization of these activities due to the pressure to meet standardized evaluations and a lack
of resources. This suggests that, despite the recognition of the value of arts education, a stronger
institutional commitment is required to ensure its continuity and effectiveness in the curriculum.
Finally, it is crucial to address the barriers that limit the full integration of arts education in
the educational environment. Collaboration among teachers, families, and administrators is
essential to create an environment that values and promotes the arts as a pillar of interdisciplinary
learning. Encouraging educational policies that support arts education and providing the
necessary resources will facilitate a more balanced and enriching approach, thus benefiting all
stakeholders involved in the educational process.
Vol. 12/ Núm. 1 2025 pág. 3548
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Alarcón, J. (2020). Art education in the 21st century. University Press. Retrieved from
http://www.universitypress.com/books/art-education
Barrera, M. (2019). Creativity and interdisciplinary learning. Academic Editions. Retrieved from
http://www.academiceditions.com/creativity-learning
Castañeda, L. (2021). The impact of art education on holistic development. Journal of Education,
45(2), 123-135. Retrieved from https://www.journalofeducation.com/article/impact-art-
education
Delgado, R. (2018). Active methodologies in art education. Educational Publishing. Retrieved
from http://www.educationalpublishing.com/active-methodologies
Escobar, F. (2022). The importance of the arts in holistic education. Journal of Arts Education,
12(1), 45-60. Retrieved from
https://www.journalofartseducation.com/2022/01/importance-arts
Fernández, A. (2020). Education and creativity: An interdisciplinary approach. Editions of
Knowledge. Retrieved from http://www.editionsofknowledge.com/education-creativity
González, P. (2021). Developing competencies through art education. Journal of Educational
Psychology, 15(3), 200-215. Retrieved from
https://www.journalofeducationalpsychology.com/competencies-art-education
Herrera, S. (2019). The role of the teacher in art education. Education and Society, 30(4), 78-92.
Retrieved from https://www.educationandsociety.com/teacher-role-art
Ibarra, T. (2020). Art therapy and its impact on learning. Therapy and Education, 5(2), 34-50.
Retrieved from https://www.therapyandeducation.com/art-therapy-learning
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Retrieved from https://www.inclusionanddiversity.com/art-education-inclusion
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Retrieved from http://www.innovativeeditions.com/creativity-classroom
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115. Retrieved from https://www.journalofeducationalassessment.com/art-education-
assessment
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Retrieved from https://www.artandeducation.com/art-expression-education
Ortega, C. (2021). Art education and its relationship with emotional intelligence. Psychology and
Education, 14(4), 200-215. Retrieved from https://www.psychologyandeducation.com/art-
education-emotional-intelligence
Pérez, A. (2018). The impact of music on learning. Music and Education, 9(1), 22-35. Retrieved
from https://www.musicandeducation.com/impact-music-learning
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Quiroz, E. (2022). Teaching techniques in art education. Pedagogy Manual, 11(2), 90-105.
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community
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creativity
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Fernández, R. (2022). Art and its role in emotional education. Emotional Education, 10(3), 90-
105. Retrieved from https://www.emotionaleducation.com/art-emotional-education
González, S. (2019). Art education and its impact on children's creativity. Journal of Child
Psychology, 7(2), 50-65. Retrieved from https://www.childpsychology.com/art-education-
creativity
Herrera, T. (2021). Art education as a driver of social change. Social Change and Education, 5(1),
25-40. Retrieved from https://www.socialchange.com/art-education-social-change
Quiroz, E. (2022). Teaching techniques in art education. Pedagogy Manual, 11(2), 90-105.
Retrieved from https://www.pedagogymanual.com/teaching-techniques-art-education
Ramírez, D. (2020). Art and its influence on cognitive development. Cognition and Learning, 7(3),
150-165. Retrieved from https://www.cognitionandlearning.com/art-influence-cognitive
Salazar, F. (2021). Art education and its impact on self-esteem. Journal of Psychology, 18(2), 75-
90. Retrieved from https://www.journalofpsychology.com/art-education-self-esteem
Torres, G. (2019). Art education in multicultural contexts. Cultural Diversity, 4(1), 30-45.
Retrieved from https://www.culturaldiversity.com/art-education-multicultural
Uribe, H. (2020). The role of art education in value formation. Ethics and Education, 12(3), 110-
125. Retrieved from https://www.ethicsandeducation.com/art-education-values
Vargas, J. (2021). Creativity as a driving force of learning. Educational Innovation, 15(2), 60-75.
Retrieved from https://www.educationalinnovation.com/creativity-learning
Zamora, K. (2022). Art in education: A practical approach. Educational Practices, 9(1), 20-35.
Retrieved from https://www.educationalpractices.com/art-education
Alvarado, M. (2020). Art education and its impact on the community. Journal of Community
Education, 5(2), 45-60. Retrieved from https://www.communityeducation.com/art-impact-
community
Bravo, N. (2021). Art as a learning tool in basic education. Basic Education, 8(3), 100-115.
Retrieved from https://www.basiceducation.com/art-learning
Castillo, O. (2019). Art education and its relationship with creativity. Creativity and Education,
3(1), 15-30. Retrieved from https://www.creativityandeducation.com/art-education-
creativity
Díaz, P. (2020). The impact of visual arts on learning. Visual Arts and Education, 4(2), 70-85.
Retrieved from https://www.visualarts.com/impact-learning
Espinosa, Q. (2021). Art education in the digital age. Digital Education, 6(1), 40-55. Retrieved
from https://www.digitaleducation.com/art-education-digital-age
Fernández, R. (2022). Art and its role in emotional education. Emotional Education, 10(3), 90-
105. Retrieved from https://www.emotionaleducation.com/art-emotional-education
González, S. (2019). Art education and its impact on children's creativity. Journal of Child
Psychology, 7(2), 50-65. Retrieved from https://www.childpsychology.com/art-education-
creativity
Herrera, T. (2021). Art education as a driver of social change. Social Change and Education, 5(1),
25-40. Retrieved from https://www.socialchange.com/art-education-social-change