Vol. 12/ Núm. 2 2025 pág. 976
https://doi.org/10.69639/arandu.v12i2.968
Artistic education as a catalyst for interdisciplinary learning:
stimulating creativity and critical thinking
La educación artística como catalizador del aprendizaje interdisciplinar: estimulando
la creatividad y el pensamiento crítico
Marco Fabián Lucero Garcés
marquio1278@gmail.com
https://orcid.org/0000-0002-8004-4833
Unidad Educativa Pedro Fermín Cavallos
Ecuador
Isabel Cristina Torrel
isabelcgt@ucpejv.edu.cu
https://orcid.org/0000-0002-6389-5599
Universidad de Ciencias Pedagógicas Enrique José Varona
Cuba
Erley Montejo Rodríguez
erley.montejo1995@gmail.com
https://orcid.org/0000-0003-3639-784X
Universidad de Ciencias Pedagógicas Enrique José Varona
Cuba
Artículo recibido: 10 marzo 2025 - Aceptado para publicación: 20 abril 2025
Conflictos de intereses: Ninguno que declarar
ABSTRACT
This research focuses on artistic education as a catalyst for interdisciplinary learning at the Pedro
Fermín Cevallos Educational Unit located in Ecuador. The main objective is to propose a
pedagogical approach based on artistic education that contributes to the development of
interdisciplinary learning among high school students. The methodology employed is framed
within a qualitative approach, utilizing a descriptive-explanatory design. Non-participant
observations were conducted in classrooms, structured surveys were administered to teachers and
students, and semi-structured interviews were held with education experts. Data triangulation
provided a comprehensive view of the current state of interdisciplinary learning and artistic
education in the curriculum. Among the findings, a limited integration of artistic education within
the curriculum was identified, which affects the development of key competencies such as
creativity and critical thinking. Emerging pedagogical practices were observed that reflect the
interest of some teachers in connecting the arts with other disciplines, although these are sporadic.
The research culminated in a pedagogical proposal aimed at integrating artistic education into the
high school curriculum, fostering an interdisciplinary approach that enriches learning and
develops social and emotional skills in students.
Keywords: artistic education, interdisciplinary learning, critical thinking, pedagogical
proposal
Vol. 12/ Núm. 2 2025 pág. 977
RESUMEN
La presente investigación se centra en la educación artística como catalizador del aprendizaje
interdisciplinar en la Unidad Educativa Pedro Fermín Cevallos, ubicada en Ecuador. El objetivo
general es proponer una concepción pedagógica basada en la educación artística que contribuya
al desarrollo del aprendizaje interdisciplinar en los estudiantes de bachillerato. La metodología
empleada se enmarca en un enfoque cualitativo, utilizando un diseño descriptivo-explicativo. Se
realizaron observaciones no participantes en aulas, encuestas estructuradas a docentes y
estudiantes, y entrevistas semiestructuradas a expertos en educación. La triangulación de datos
permitió ofrecer una visión integral del estado actual del aprendizaje interdisciplinar y la
educación artística en el currículo. Entre los hallazgos, se identificó una integración limitada de
la educación artística en el currículo, lo que afecta el desarrollo de competencias clave como la
creatividad y el pensamiento crítico. Se observaron prácticas pedagógicas emergentes que reflejan
el interés de algunos docentes en conectar las artes con otras disciplinas, aunque estas son
esporádicas. La investigación culminó con una propuesta pedagógica que busca integrar la
educación artística en el currículo de bachillerato, fomentando un enfoque interdisciplinario que
enriquezca el aprendizaje y desarrolle habilidades sociales y emocionales en los estudiantes.
Palabras clave: educación artística, aprendizaje interdisciplinar, pensamiento crítico,
propuesta pedagógica
Todo el contenido de la Revista Científica Internacional Arandu UTIC publicado en este sitio está disponible bajo
licencia Creative Commons Atribution 4.0 International.
RESUMEN
La presente investigación se centra en la educación artística como catalizador del aprendizaje
interdisciplinar en la Unidad Educativa Pedro Fermín Cevallos, ubicada en Ecuador. El objetivo
general es proponer una concepción pedagógica basada en la educación artística que contribuya
al desarrollo del aprendizaje interdisciplinar en los estudiantes de bachillerato. La metodología
empleada se enmarca en un enfoque cualitativo, utilizando un diseño descriptivo-explicativo. Se
realizaron observaciones no participantes en aulas, encuestas estructuradas a docentes y
estudiantes, y entrevistas semiestructuradas a expertos en educación. La triangulación de datos
permitió ofrecer una visión integral del estado actual del aprendizaje interdisciplinar y la
educación artística en el currículo. Entre los hallazgos, se identificó una integración limitada de
la educación artística en el currículo, lo que afecta el desarrollo de competencias clave como la
creatividad y el pensamiento crítico. Se observaron prácticas pedagógicas emergentes que reflejan
el interés de algunos docentes en conectar las artes con otras disciplinas, aunque estas son
esporádicas. La investigación culminó con una propuesta pedagógica que busca integrar la
educación artística en el currículo de bachillerato, fomentando un enfoque interdisciplinario que
enriquezca el aprendizaje y desarrolle habilidades sociales y emocionales en los estudiantes.
Palabras clave: educación artística, aprendizaje interdisciplinar, pensamiento crítico,
propuesta pedagógica
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. 2 2025 pág. 978
INTRODUCTION
In the contemporary educational context, the integration of interdisciplinary learning has
become an urgent necessity to address the complex challenges of today’s society. This approach
not only promotes connections between different areas of knowledge but also fosters the
development of key competencies such as critical thinking and creativity (Martínez, 2021). In an
increasingly interconnected and dynamic world, students require skills that allow them to tackle
complex problems from multiple perspectives. Therefore, education must evolve towards models
that integrate diverse knowledge and methodologies, ensuring that students can effectively apply
their knowledge in real and varied contexts (González, 2020). Traditional education, focused on
memorization and the fragmentation of knowledge, is insufficient to prepare students for the
challenges of the 21st century, where the ability to collaborate and think critically is fundamental.
In Ecuador, arts education presents itself as a valuable resource to articulate knowledge and
enhance cognitive, emotional, and social processes in students. However, despite its potential, its
implementation in the educational curriculum has been inadequate. Arts education is often
relegated to a decorative role, limiting its ability to contribute to the holistic development of the
student (Pérez, 2019). This phenomenon reflects a fragmented view of knowledge, where the arts
are seen as a secondary subject rather than a central axis that can connect various disciplines and
foster meaningful learning. The lack of integration of arts education into the general curriculum
not only affects the perception of its importance but also restricts students' opportunities to
develop skills such as creativity, empathy, and problem-solving abilities (López, 2021).
The Pedro Fermín Cevallos Educational Unit, located in Francisco Flor, Tungurahua,
shows limited integration of interdisciplinary approaches in its secondary education. This
situation limits the development of essential skills in students, affecting their preparation for the
challenges of the contemporary world (Lucero, 2025). The disconnection between arts education
and other areas of the curriculum reflects a lack of understanding of the value that art can bring
to the comprehensive education of students, thus hindering the construction of meaningful
learning that connects academic knowledge with the social and cultural realities of youth.
Furthermore, this fragmentation of knowledge can lead to student demotivation, as students do
not perceive the relevance of what they learn in relation to their everyday lives (Almeida, 2020).
This research aims to examine how arts education can become a driving force for
interdisciplinary learning among high school students. Through a qualitative approach, the study
intends to identify pedagogical strategies that facilitate this integration and strengthen the holistic
development of students (Hernández, Fernández & Baptista, 2014). This study not only aspires
to resolve a local issue but also seeks to provide reflections and strategies that can be replicated
in other educational contexts with similar characteristics (Almeida, 2020). By focusing on arts
education as a dynamic axis, the goal is to contribute to the design of a more holistic curriculum
INTRODUCTION
In the contemporary educational context, the integration of interdisciplinary learning has
become an urgent necessity to address the complex challenges of today’s society. This approach
not only promotes connections between different areas of knowledge but also fosters the
development of key competencies such as critical thinking and creativity (Martínez, 2021). In an
increasingly interconnected and dynamic world, students require skills that allow them to tackle
complex problems from multiple perspectives. Therefore, education must evolve towards models
that integrate diverse knowledge and methodologies, ensuring that students can effectively apply
their knowledge in real and varied contexts (González, 2020). Traditional education, focused on
memorization and the fragmentation of knowledge, is insufficient to prepare students for the
challenges of the 21st century, where the ability to collaborate and think critically is fundamental.
In Ecuador, arts education presents itself as a valuable resource to articulate knowledge and
enhance cognitive, emotional, and social processes in students. However, despite its potential, its
implementation in the educational curriculum has been inadequate. Arts education is often
relegated to a decorative role, limiting its ability to contribute to the holistic development of the
student (Pérez, 2019). This phenomenon reflects a fragmented view of knowledge, where the arts
are seen as a secondary subject rather than a central axis that can connect various disciplines and
foster meaningful learning. The lack of integration of arts education into the general curriculum
not only affects the perception of its importance but also restricts students' opportunities to
develop skills such as creativity, empathy, and problem-solving abilities (López, 2021).
The Pedro Fermín Cevallos Educational Unit, located in Francisco Flor, Tungurahua,
shows limited integration of interdisciplinary approaches in its secondary education. This
situation limits the development of essential skills in students, affecting their preparation for the
challenges of the contemporary world (Lucero, 2025). The disconnection between arts education
and other areas of the curriculum reflects a lack of understanding of the value that art can bring
to the comprehensive education of students, thus hindering the construction of meaningful
learning that connects academic knowledge with the social and cultural realities of youth.
Furthermore, this fragmentation of knowledge can lead to student demotivation, as students do
not perceive the relevance of what they learn in relation to their everyday lives (Almeida, 2020).
This research aims to examine how arts education can become a driving force for
interdisciplinary learning among high school students. Through a qualitative approach, the study
intends to identify pedagogical strategies that facilitate this integration and strengthen the holistic
development of students (Hernández, Fernández & Baptista, 2014). This study not only aspires
to resolve a local issue but also seeks to provide reflections and strategies that can be replicated
in other educational contexts with similar characteristics (Almeida, 2020). By focusing on arts
education as a dynamic axis, the goal is to contribute to the design of a more holistic curriculum
Vol. 12/ Núm. 2 2025 pág. 979
that prepares students to face the challenges of the 21st century creatively and critically. This
approach allows young people to not only acquire knowledge but also develop social and
emotional skills that are essential for their well-being and success in life (Rivas & Torres, 2019).
Finally, the integration of arts education within an interdisciplinary approach not only
strengthens student learning but also has the potential to transform the educational environment
as a whole. By promoting closer collaboration among teachers from various fields and
encouraging active student participation, a more dynamic and meaningful learning environment
can be created (Sánchez, 2022). This type of educational innovation is essential to ensure that
education responds not only to labor market demands but also to cultivate critical citizens
committed to their communities, capable of contributing positively to the social and cultural
development of the country (Morales & Tapia, 2020).
Objectives
General Objective
To propose a pedagogical conception based on arts education that contributes to the
development of interdisciplinary learning among high school students at the Pedro Fermín
Cevallos Educational Unit, located in Francisco Flor, Tungurahua–Ambato, Ecuador.
Specific Objectives
• To systematize the theoretical and methodological references that underpin the
development of interdisciplinary learning through arts education in the Ecuadorian context,
identifying best practices and existing approaches.
• To characterize the current state of interdisciplinary learning among high school students
at the Pedro Fermín Cevallos Educational Unit by collecting and analyzing data on the
integration of arts education in the curriculum.
• To design a pedagogical proposal based on arts education that promotes the integration of
disciplines in the classroom, thereby strengthening interdisciplinary learning and
enhancing the holistic development of students.
METHODOLOGY
The methodology of this research is framed within a qualitative approach, as it seeks to
deeply understand the phenomenon of interdisciplinary learning and its relationship with arts
education at the Pedro Fermín Cevallos Educational Unit. A descriptive-explanatory design was
employed to characterize the current state of interdisciplinary learning, analyze its causes, and
propose effective pedagogical alternatives (Hernández, Fernández & Baptista, 2014).
To achieve the outlined objectives, various theoretical methods were utilized. The
historical-logical method allowed for the analysis of the evolution of arts education in the
Ecuadorian curriculum and its integration with interdisciplinary approaches, providing a
historical context that supports the research. Conversely, the analytical-synthetic method was
that prepares students to face the challenges of the 21st century creatively and critically. This
approach allows young people to not only acquire knowledge but also develop social and
emotional skills that are essential for their well-being and success in life (Rivas & Torres, 2019).
Finally, the integration of arts education within an interdisciplinary approach not only
strengthens student learning but also has the potential to transform the educational environment
as a whole. By promoting closer collaboration among teachers from various fields and
encouraging active student participation, a more dynamic and meaningful learning environment
can be created (Sánchez, 2022). This type of educational innovation is essential to ensure that
education responds not only to labor market demands but also to cultivate critical citizens
committed to their communities, capable of contributing positively to the social and cultural
development of the country (Morales & Tapia, 2020).
Objectives
General Objective
To propose a pedagogical conception based on arts education that contributes to the
development of interdisciplinary learning among high school students at the Pedro Fermín
Cevallos Educational Unit, located in Francisco Flor, Tungurahua–Ambato, Ecuador.
Specific Objectives
• To systematize the theoretical and methodological references that underpin the
development of interdisciplinary learning through arts education in the Ecuadorian context,
identifying best practices and existing approaches.
• To characterize the current state of interdisciplinary learning among high school students
at the Pedro Fermín Cevallos Educational Unit by collecting and analyzing data on the
integration of arts education in the curriculum.
• To design a pedagogical proposal based on arts education that promotes the integration of
disciplines in the classroom, thereby strengthening interdisciplinary learning and
enhancing the holistic development of students.
METHODOLOGY
The methodology of this research is framed within a qualitative approach, as it seeks to
deeply understand the phenomenon of interdisciplinary learning and its relationship with arts
education at the Pedro Fermín Cevallos Educational Unit. A descriptive-explanatory design was
employed to characterize the current state of interdisciplinary learning, analyze its causes, and
propose effective pedagogical alternatives (Hernández, Fernández & Baptista, 2014).
To achieve the outlined objectives, various theoretical methods were utilized. The
historical-logical method allowed for the analysis of the evolution of arts education in the
Ecuadorian curriculum and its integration with interdisciplinary approaches, providing a
historical context that supports the research. Conversely, the analytical-synthetic method was
Vol. 12/ Núm. 2 2025 pág. 980
used to break down the phenomenon into its constituent parts, facilitating the identification of key
elements influencing the integration of interdisciplinary learning.
Regarding empirical methods, a documentary analysis of curricular plans, educational
policies, and prior studies on arts education will be conducted. Additionally, non-participant
observation will take place in art classes and other subjects to identify interdisciplinary practices.
Structured surveys will be administered to teachers and students to gather data on their
perceptions, complemented by semi-structured interviews with experts and administrators to
provide a deeper insight into the educational context.
Methodological triangulation will be fundamental to ensure the validity of the results. Data
obtained from documentary analyses, observations, surveys, and interviews will be combined to
offer a more comprehensive view of the studied phenomenon (Hernández et al., 2014). This
approach not only enriches the analysis but also allows for the identification of significant patterns
and trends in the integration of arts education within interdisciplinary learning.
Based on the collected findings, a pedagogical proposal will be designed that integrates arts
education into the high school curriculum, promoting interdisciplinarity and contributing to the
holistic development of students. This proposal will be validated by teachers and education
experts, ensuring its relevance and applicability in the educational context, thereby improving the
quality of learning and fostering a more holistic education for students.
RESULTS
Current State of Interdisciplinary Learning
The research has revealed that at the Pedro Fermín Cevallos Educational Unit, there is a
very limited integration of arts education in the curriculum, significantly impacting the
development of interdisciplinary skills among students. Data collected through surveys of
teachers and students indicated that many view arts education as a secondary subject rather than
an essential component of the educational process. This perception creates an environment where
learning becomes fragmented, preventing students from connecting concepts from different areas
of knowledge. In an ideal educational context, the integration of disciplines should enable students
to apply their learnings in real-life situations, thereby developing a deeper and more relevant
understanding. However, the lack of a holistic vision in teaching limits this possibility, leaving
students less prepared to face the complex challenges of an interconnected world.
Existing Pedagogical Practices
Despite the limitations in curricular integration, emerging interdisciplinary pedagogical
practices reflecting significant potential were identified. During classroom observations,
examples of teachers incorporating artistic elements into their lessons were documented,
successfully capturing students' attention and fostering a more dynamic learning environment.
These practices, although sporadic, demonstrate that some educators are interested in
used to break down the phenomenon into its constituent parts, facilitating the identification of key
elements influencing the integration of interdisciplinary learning.
Regarding empirical methods, a documentary analysis of curricular plans, educational
policies, and prior studies on arts education will be conducted. Additionally, non-participant
observation will take place in art classes and other subjects to identify interdisciplinary practices.
Structured surveys will be administered to teachers and students to gather data on their
perceptions, complemented by semi-structured interviews with experts and administrators to
provide a deeper insight into the educational context.
Methodological triangulation will be fundamental to ensure the validity of the results. Data
obtained from documentary analyses, observations, surveys, and interviews will be combined to
offer a more comprehensive view of the studied phenomenon (Hernández et al., 2014). This
approach not only enriches the analysis but also allows for the identification of significant patterns
and trends in the integration of arts education within interdisciplinary learning.
Based on the collected findings, a pedagogical proposal will be designed that integrates arts
education into the high school curriculum, promoting interdisciplinarity and contributing to the
holistic development of students. This proposal will be validated by teachers and education
experts, ensuring its relevance and applicability in the educational context, thereby improving the
quality of learning and fostering a more holistic education for students.
RESULTS
Current State of Interdisciplinary Learning
The research has revealed that at the Pedro Fermín Cevallos Educational Unit, there is a
very limited integration of arts education in the curriculum, significantly impacting the
development of interdisciplinary skills among students. Data collected through surveys of
teachers and students indicated that many view arts education as a secondary subject rather than
an essential component of the educational process. This perception creates an environment where
learning becomes fragmented, preventing students from connecting concepts from different areas
of knowledge. In an ideal educational context, the integration of disciplines should enable students
to apply their learnings in real-life situations, thereby developing a deeper and more relevant
understanding. However, the lack of a holistic vision in teaching limits this possibility, leaving
students less prepared to face the complex challenges of an interconnected world.
Existing Pedagogical Practices
Despite the limitations in curricular integration, emerging interdisciplinary pedagogical
practices reflecting significant potential were identified. During classroom observations,
examples of teachers incorporating artistic elements into their lessons were documented,
successfully capturing students' attention and fostering a more dynamic learning environment.
These practices, although sporadic, demonstrate that some educators are interested in
Vol. 12/ Núm. 2 2025 pág. 981
implementing innovative methods that transcend traditional subject boundaries. For example,
projects were observed where students used artistic techniques to explore scientific concepts,
making learning more engaging and facilitating the understanding of complex ideas. However,
the absence of a systematic approach to promote these practices limits their effectiveness and
capacity to transform the curriculum comprehensively.
Development of Competencies
The results indicate that students who participated in artistic activities reported notable
development in competencies such as creativity, critical thinking, and empathy. These skills are
increasingly valued in a world that demands innovative solutions and collaborative approaches.
Artistic activities stimulate divergent thinking, allowing students to explore multiple solutions to
a problem and think critically about the challenges they face. However, the research also found
that the disconnection between the arts and other disciplines limits the development of these
transversal competencies. The lack of an interdisciplinary approach deprives students of essential
learning experiences for their holistic formation, preventing them from developing a skill set that
enables them to adapt and thrive in a constantly changing work environment.
Perception of the Value of Arts Education:
Through interviews with education experts, the importance of arts education as a valuable
resource for enriching the teaching-learning process was highlighted. Many teachers expressed
that, although they recognize the potential of arts education, its implementation in the curriculum
is insufficient and often relegated to a secondary position. This widespread perception indicates
a lack of understanding of the value that arts education can bring to the comprehensive formation
of students. Additionally, the lack of training and resources for teachers limits the effective
implementation of arts education. The research underscores the urgent need to rethink the role of
arts education in the educational curriculum, considering its capacity to promote more meaningful
and contextualized learning that connects students with their social and cultural realities.
Pedagogical Proposal
As a result of the research, a pedagogical proposal was developed that seeks to effectively
integrate arts education into the high school curriculum. This proposal was validated by education
experts, who provided suggestions and improvements, ensuring its relevance and applicability in
the educational context. The strategies included in the proposal are designed to promote
interdisciplinarity, facilitating activities that connect the arts with other subjects, such as science,
history, and literature. For example, the creation of projects where students can research historical
topics and represent them through an artistic form is suggested, which would not only enrich their
understanding of the subject but also foster creativity and personal expression. It is expected that
this integration will not only improve academic learning but also promote a more holistic
development of students, preparing them to be critical, creative, and empathetic citizens.
implementing innovative methods that transcend traditional subject boundaries. For example,
projects were observed where students used artistic techniques to explore scientific concepts,
making learning more engaging and facilitating the understanding of complex ideas. However,
the absence of a systematic approach to promote these practices limits their effectiveness and
capacity to transform the curriculum comprehensively.
Development of Competencies
The results indicate that students who participated in artistic activities reported notable
development in competencies such as creativity, critical thinking, and empathy. These skills are
increasingly valued in a world that demands innovative solutions and collaborative approaches.
Artistic activities stimulate divergent thinking, allowing students to explore multiple solutions to
a problem and think critically about the challenges they face. However, the research also found
that the disconnection between the arts and other disciplines limits the development of these
transversal competencies. The lack of an interdisciplinary approach deprives students of essential
learning experiences for their holistic formation, preventing them from developing a skill set that
enables them to adapt and thrive in a constantly changing work environment.
Perception of the Value of Arts Education:
Through interviews with education experts, the importance of arts education as a valuable
resource for enriching the teaching-learning process was highlighted. Many teachers expressed
that, although they recognize the potential of arts education, its implementation in the curriculum
is insufficient and often relegated to a secondary position. This widespread perception indicates
a lack of understanding of the value that arts education can bring to the comprehensive formation
of students. Additionally, the lack of training and resources for teachers limits the effective
implementation of arts education. The research underscores the urgent need to rethink the role of
arts education in the educational curriculum, considering its capacity to promote more meaningful
and contextualized learning that connects students with their social and cultural realities.
Pedagogical Proposal
As a result of the research, a pedagogical proposal was developed that seeks to effectively
integrate arts education into the high school curriculum. This proposal was validated by education
experts, who provided suggestions and improvements, ensuring its relevance and applicability in
the educational context. The strategies included in the proposal are designed to promote
interdisciplinarity, facilitating activities that connect the arts with other subjects, such as science,
history, and literature. For example, the creation of projects where students can research historical
topics and represent them through an artistic form is suggested, which would not only enrich their
understanding of the subject but also foster creativity and personal expression. It is expected that
this integration will not only improve academic learning but also promote a more holistic
development of students, preparing them to be critical, creative, and empathetic citizens.
Vol. 12/ Núm. 2 2025 pág. 982
Impact on the Educational Environment
The research suggests that the implementation of a curriculum that includes arts education
as a central axis has the potential to significantly transform the educational environment. By
fostering closer collaboration among teachers from various fields and encouraging active student
participation, a more dynamic and meaningful learning atmosphere can be created. This type of
educational innovation is essential, not only to meet labor market demands but also to cultivate
individuals committed to their community. Arts education, as a bridge between disciplines, can
contribute to the social and cultural development of the country, shaping young people capable
of facing future challenges with creativity and critical thinking. Furthermore, an educational
environment that values interdisciplinarity can generate a sense of belonging and motivation
among students, which could, in turn, reduce dropout rates and improve academic performance.
The research reaffirms that arts education is a crucial component that can catalyze
interdisciplinary learning, enriching the holistic development of students. The effective
integration of this discipline into the curriculum is fundamental to prepare young people for the
challenges of today’s world, promoting not only academic learning but also personal and social
growth that enables them to contribute positively to their environment. Thus, there is a clear need
to review and adjust current educational approaches so that arts education occupies the central
place it deserves. This change will not only benefit students but also contribute to building a more
critical, creative, and engaged society in its cultural and social development.
DISCUSSION
The research on the role of arts education as a catalyst for interdisciplinary learning reveals
significant findings that invite deep reflection on current educational practices. Firstly, the limited
integration of arts education in the curriculum at the Pedro Fermín Cevallos Educational Unit
highlights a common challenge in many educational institutions, where the arts are often relegated
to a secondary position. This fragmentation of knowledge not only affects the perception of arts
education but also prevents students from developing a holistic and interconnected understanding
of various disciplines.
The fact that many students and teachers consider arts education as a secondary subject
reflects a traditional and often outdated view of education, where the emphasis is placed on
memorization and the acquisition of fragmented knowledge. This contrasts with the needs of the
21st century, where the ability to connect ideas and collaborate in diverse environments is
fundamental. Consequently, the lack of an interdisciplinary approach limits not only the
development of academic competencies but also essential soft skills such as creativity, empathy,
and critical thinking.
The emerging pedagogical practices observed during the research offer a glimmer of hope.
Some educators have begun to integrate creative approaches that use arts education to enrich
Impact on the Educational Environment
The research suggests that the implementation of a curriculum that includes arts education
as a central axis has the potential to significantly transform the educational environment. By
fostering closer collaboration among teachers from various fields and encouraging active student
participation, a more dynamic and meaningful learning atmosphere can be created. This type of
educational innovation is essential, not only to meet labor market demands but also to cultivate
individuals committed to their community. Arts education, as a bridge between disciplines, can
contribute to the social and cultural development of the country, shaping young people capable
of facing future challenges with creativity and critical thinking. Furthermore, an educational
environment that values interdisciplinarity can generate a sense of belonging and motivation
among students, which could, in turn, reduce dropout rates and improve academic performance.
The research reaffirms that arts education is a crucial component that can catalyze
interdisciplinary learning, enriching the holistic development of students. The effective
integration of this discipline into the curriculum is fundamental to prepare young people for the
challenges of today’s world, promoting not only academic learning but also personal and social
growth that enables them to contribute positively to their environment. Thus, there is a clear need
to review and adjust current educational approaches so that arts education occupies the central
place it deserves. This change will not only benefit students but also contribute to building a more
critical, creative, and engaged society in its cultural and social development.
DISCUSSION
The research on the role of arts education as a catalyst for interdisciplinary learning reveals
significant findings that invite deep reflection on current educational practices. Firstly, the limited
integration of arts education in the curriculum at the Pedro Fermín Cevallos Educational Unit
highlights a common challenge in many educational institutions, where the arts are often relegated
to a secondary position. This fragmentation of knowledge not only affects the perception of arts
education but also prevents students from developing a holistic and interconnected understanding
of various disciplines.
The fact that many students and teachers consider arts education as a secondary subject
reflects a traditional and often outdated view of education, where the emphasis is placed on
memorization and the acquisition of fragmented knowledge. This contrasts with the needs of the
21st century, where the ability to connect ideas and collaborate in diverse environments is
fundamental. Consequently, the lack of an interdisciplinary approach limits not only the
development of academic competencies but also essential soft skills such as creativity, empathy,
and critical thinking.
The emerging pedagogical practices observed during the research offer a glimmer of hope.
Some educators have begun to integrate creative approaches that use arts education to enrich
Vol. 12/ Núm. 2 2025 pág. 983
learning in other subjects. However, these initiatives remain sporadic and lack a systematic
framework to support them. This underscores the importance of providing adequate training and
resources for teachers, enabling them to implement interdisciplinary strategies effectively and
confidently. Teacher training should focus not only on artistic techniques but also on how these
can be used to connect different areas of knowledge.
Furthermore, the perception of the value of arts education by experts and educators reveals
an urgent need to change the narratives surrounding its role in the curriculum. By recognizing
that arts education is not merely a complement but a central axis that can facilitate more
meaningful learning, a transformation in the overall conception of education can begin. This
transformation involves a cultural shift within educational institutions, where the arts are seen as
fundamental to the holistic development of students.
The pedagogical proposal developed from the research findings offers a pathway forward.
By integrating arts education into the high school curriculum, the possibility arises for students
to not only acquire academic knowledge but also social and emotional skills that are essential for
their well-being and success in life. Implementing interdisciplinary projects that connect
academic themes with artistic expressions can foster more engaged and relevant learning, aligned
with the social and cultural realities of the students.
The potential impact of an education that values interdisciplinarity is significant. Creating
an educational environment that encourages collaboration among teachers from various
disciplines and active student participation can transform the educational experience. This type
of innovation not only meets labor market demands but also cultivates critical and engaged
citizens capable of positively contributing to the social and cultural development of their
communities. Ultimately, the research underscores the need for a structural change in Ecuadorian
education, where arts education is recognized and fully integrated as a fundamental pillar of
interdisciplinary learning.
This change will not only benefit students in their academic formation but will also
contribute to building a more critical, creative, and socially engaged society. Thus, arts education
should not be viewed as a luxury but as an essential necessity in the education of 21st-century
youth.
CONCLUSIONS
The research has demonstrated that arts education is an essential component of the
educational process that can act as a catalyst for interdisciplinary learning. Its integration into the
curriculum not only enriches learning but also enables students to develop critical skills for the
21st century, such as creativity, critical thinking, and empathy. These competencies are
fundamental for facing the challenges of an increasingly complex and interconnected society.
learning in other subjects. However, these initiatives remain sporadic and lack a systematic
framework to support them. This underscores the importance of providing adequate training and
resources for teachers, enabling them to implement interdisciplinary strategies effectively and
confidently. Teacher training should focus not only on artistic techniques but also on how these
can be used to connect different areas of knowledge.
Furthermore, the perception of the value of arts education by experts and educators reveals
an urgent need to change the narratives surrounding its role in the curriculum. By recognizing
that arts education is not merely a complement but a central axis that can facilitate more
meaningful learning, a transformation in the overall conception of education can begin. This
transformation involves a cultural shift within educational institutions, where the arts are seen as
fundamental to the holistic development of students.
The pedagogical proposal developed from the research findings offers a pathway forward.
By integrating arts education into the high school curriculum, the possibility arises for students
to not only acquire academic knowledge but also social and emotional skills that are essential for
their well-being and success in life. Implementing interdisciplinary projects that connect
academic themes with artistic expressions can foster more engaged and relevant learning, aligned
with the social and cultural realities of the students.
The potential impact of an education that values interdisciplinarity is significant. Creating
an educational environment that encourages collaboration among teachers from various
disciplines and active student participation can transform the educational experience. This type
of innovation not only meets labor market demands but also cultivates critical and engaged
citizens capable of positively contributing to the social and cultural development of their
communities. Ultimately, the research underscores the need for a structural change in Ecuadorian
education, where arts education is recognized and fully integrated as a fundamental pillar of
interdisciplinary learning.
This change will not only benefit students in their academic formation but will also
contribute to building a more critical, creative, and socially engaged society. Thus, arts education
should not be viewed as a luxury but as an essential necessity in the education of 21st-century
youth.
CONCLUSIONS
The research has demonstrated that arts education is an essential component of the
educational process that can act as a catalyst for interdisciplinary learning. Its integration into the
curriculum not only enriches learning but also enables students to develop critical skills for the
21st century, such as creativity, critical thinking, and empathy. These competencies are
fundamental for facing the challenges of an increasingly complex and interconnected society.
Vol. 12/ Núm. 2 2025 pág. 984
Despite the potential of arts education, the findings indicate that its implementation in the
curriculum at the Pedro Fermín Cevallos Educational Unit is insufficient. The perception of the
arts as a secondary subject limits their capacity to contribute to the holistic development of
students. This fragmentation of knowledge prevents students from connecting different areas of
knowledge, which is essential for meaningful and contextualized learning.
Interdisciplinary pedagogical practices were identified that, although sporadic, show the
interest of some educators in integrating arts education into their classes. These initiatives
highlight the need to promote and systematize innovative approaches that connect the arts with
other disciplines, fostering a more dynamic and engaging learning experience for students.
However, for these practices to be effective and sustainable, it is crucial that they are implemented
within a broader and more cohesive curricular framework.
The research also underscores the importance of providing adequate training and resources
for teachers, enabling them to effectively implement arts education in their educational practices.
Training educators in interdisciplinary approaches and the use of creative methods can enhance
their confidence and effectiveness in teaching, which is vital for fostering an enriching learning
environment.
Moreover, the pedagogical proposal developed from the findings offers a framework for
integrating arts education into the high school curriculum. This proposal aims not only to enrich
academic learning but also to foster a more holistic development of students, preparing them to
be critical, creative, and engaged citizens in their communities. Including projects that connect
the arts with other subjects can result in more meaningful learning experiences.
Integrating arts education as a central axis in the curriculum has the potential to transform
the educational environment. An approach that promotes collaboration among teachers from
various fields and active student participation can create a more dynamic and meaningful learning
atmosphere. This type of innovation is essential for shaping individuals who not only meet labor
market demands but also contribute positively to the social and cultural development of their
communities.
It is imperative that educational institutions reconsider their approach to arts education,
recognizing it as a key resource for interdisciplinary learning. Developing educational policies
that promote the integration of arts education at all levels of the curriculum is recommended,
ensuring that all students have access to these enriching experiences. Only then can an educational
system be built that prepares young people to face future challenges with creativity and critical
thinking.
This research highlights the urgent need to value and strengthen arts education in the
Ecuadorian educational context, not merely as another subject but as a central axis that enhances
interdisciplinary learning and contributes to the holistic development of students.
Despite the potential of arts education, the findings indicate that its implementation in the
curriculum at the Pedro Fermín Cevallos Educational Unit is insufficient. The perception of the
arts as a secondary subject limits their capacity to contribute to the holistic development of
students. This fragmentation of knowledge prevents students from connecting different areas of
knowledge, which is essential for meaningful and contextualized learning.
Interdisciplinary pedagogical practices were identified that, although sporadic, show the
interest of some educators in integrating arts education into their classes. These initiatives
highlight the need to promote and systematize innovative approaches that connect the arts with
other disciplines, fostering a more dynamic and engaging learning experience for students.
However, for these practices to be effective and sustainable, it is crucial that they are implemented
within a broader and more cohesive curricular framework.
The research also underscores the importance of providing adequate training and resources
for teachers, enabling them to effectively implement arts education in their educational practices.
Training educators in interdisciplinary approaches and the use of creative methods can enhance
their confidence and effectiveness in teaching, which is vital for fostering an enriching learning
environment.
Moreover, the pedagogical proposal developed from the findings offers a framework for
integrating arts education into the high school curriculum. This proposal aims not only to enrich
academic learning but also to foster a more holistic development of students, preparing them to
be critical, creative, and engaged citizens in their communities. Including projects that connect
the arts with other subjects can result in more meaningful learning experiences.
Integrating arts education as a central axis in the curriculum has the potential to transform
the educational environment. An approach that promotes collaboration among teachers from
various fields and active student participation can create a more dynamic and meaningful learning
atmosphere. This type of innovation is essential for shaping individuals who not only meet labor
market demands but also contribute positively to the social and cultural development of their
communities.
It is imperative that educational institutions reconsider their approach to arts education,
recognizing it as a key resource for interdisciplinary learning. Developing educational policies
that promote the integration of arts education at all levels of the curriculum is recommended,
ensuring that all students have access to these enriching experiences. Only then can an educational
system be built that prepares young people to face future challenges with creativity and critical
thinking.
This research highlights the urgent need to value and strengthen arts education in the
Ecuadorian educational context, not merely as another subject but as a central axis that enhances
interdisciplinary learning and contributes to the holistic development of students.
Vol. 12/ Núm. 2 2025 pág. 985
REFERENCIAS
Anderson, T. (2018). Arts Education: A Pathway to Interdisciplinary Learning. Journal of Art
Education, 71(3), 45-60.
Bell, K. (2019). Creativity and Critical Thinking in Arts Education. International Journal of
Education & the Arts, 20(2), 1-20.
Bresler, L. (2015). The Arts in Education: A Review of Research. Arts Education Policy Review,
116(2), 78-85.
Dewey, J. (1934). Art as Experience. New York: Perigee Books.
Eisner, E. W. (2002). The Arts and the Creation of Mind. New Haven: Yale University Press.
Gardner, H. (1993). Frames of Mind: The Theory of Multiple Intelligences. New York: Basic
Books.
Hetland, L., & Winner, E. (2004). Studio Thinking: The Real Benefits of Visual Arts Education.
New York: Teachers College Press.
Jones, E. (2017). Interdisciplinary Approaches to Arts Education. Journal of Curriculum Studies,
49(4), 491-507.
McCarthy, K. F., & Ondaatje, E. H. (2004). Gifts of the Muse: Reframing the Debate About the
Benefits of the Arts. Santa Monica: RAND Corporation.
Smith, R. A. (2020). The Role of Arts Education in Developing Critical Thinking Skills. Arts &
Humanities in Higher Education, 19(1), 23-40.
Winner, E., & Hetland, L. (2000). The Arts and Academic Achievement: What the Evidence
Shows. Arts Education Policy Review, 102(5), 3-10.
Zins, J. E., & Elias, M. J. (2007). Social-Emotional Learning: Promoting the Development of All
Students. Educational Psychologist, 42(4), 271-278.
Greene, M. (1995). Releasing the Imagination: Essay on Education, the Arts, and Social Change.
San Francisco: Jossey-Bass.
Palmer, P. J. (1998). The Courage to Teach: Exploring the Inner Landscape of a Teacher's Life.
San Francisco: Jossey-Bass.
Freire, P. (2000). Pedagogy of the Oppressed. New York: Continuum.
Barrett, M. (2013). Arts Education and Social Justice: A Critical Review. Journal of Social Justice
in Education, 2(1), 1-17.
Kagan, S. (2015). The Role of the Arts in Education: A Review of the Literature. Educational
Research Review, 10, 115-127.
Catterall, J. S. (2009). Doing Well and Doing Good by Doing Arts Education. Los Angeles:
Imagination Group.
Hargreaves, D. J., & Galton, M. (2012). Understanding the Impact of Arts Education on Student
Learning. Cambridge Journal of Education, 42(3), 297-315.
REFERENCIAS
Anderson, T. (2018). Arts Education: A Pathway to Interdisciplinary Learning. Journal of Art
Education, 71(3), 45-60.
Bell, K. (2019). Creativity and Critical Thinking in Arts Education. International Journal of
Education & the Arts, 20(2), 1-20.
Bresler, L. (2015). The Arts in Education: A Review of Research. Arts Education Policy Review,
116(2), 78-85.
Dewey, J. (1934). Art as Experience. New York: Perigee Books.
Eisner, E. W. (2002). The Arts and the Creation of Mind. New Haven: Yale University Press.
Gardner, H. (1993). Frames of Mind: The Theory of Multiple Intelligences. New York: Basic
Books.
Hetland, L., & Winner, E. (2004). Studio Thinking: The Real Benefits of Visual Arts Education.
New York: Teachers College Press.
Jones, E. (2017). Interdisciplinary Approaches to Arts Education. Journal of Curriculum Studies,
49(4), 491-507.
McCarthy, K. F., & Ondaatje, E. H. (2004). Gifts of the Muse: Reframing the Debate About the
Benefits of the Arts. Santa Monica: RAND Corporation.
Smith, R. A. (2020). The Role of Arts Education in Developing Critical Thinking Skills. Arts &
Humanities in Higher Education, 19(1), 23-40.
Winner, E., & Hetland, L. (2000). The Arts and Academic Achievement: What the Evidence
Shows. Arts Education Policy Review, 102(5), 3-10.
Zins, J. E., & Elias, M. J. (2007). Social-Emotional Learning: Promoting the Development of All
Students. Educational Psychologist, 42(4), 271-278.
Greene, M. (1995). Releasing the Imagination: Essay on Education, the Arts, and Social Change.
San Francisco: Jossey-Bass.
Palmer, P. J. (1998). The Courage to Teach: Exploring the Inner Landscape of a Teacher's Life.
San Francisco: Jossey-Bass.
Freire, P. (2000). Pedagogy of the Oppressed. New York: Continuum.
Barrett, M. (2013). Arts Education and Social Justice: A Critical Review. Journal of Social Justice
in Education, 2(1), 1-17.
Kagan, S. (2015). The Role of the Arts in Education: A Review of the Literature. Educational
Research Review, 10, 115-127.
Catterall, J. S. (2009). Doing Well and Doing Good by Doing Arts Education. Los Angeles:
Imagination Group.
Hargreaves, D. J., & Galton, M. (2012). Understanding the Impact of Arts Education on Student
Learning. Cambridge Journal of Education, 42(3), 297-315.
Vol. 12/ Núm. 2 2025 pág. 986
McLuhan, M. (1964). Understanding Media: The Extensions of Man. New York: McGraw-Hill.
Bourdieu, P. (1993). The Field of Cultural Production. New York: Columbia University Press.
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes.
Cambridge: Harvard University Press.
Reimer, B. (2003). A Philosophy of Music Education. Upper Saddle River: Prentice Hall.
Gude, O. (2007). Principles of Possibility: Considerations for a 21st-Century Art and Design
Curriculum. Art Education, 60(1), 6-17.
Thompson, G. (2018). Arts Integration in Education: A Study of Teacher Perceptions. Journal of
Educational Research, 111(2), 179-196.
Barlow, A. (2020). Culturally Responsive Arts Education: A Framework for Practice. Arts
Education Policy Review, 121(1), 40-50.
Kress, G. (2003). Literacy in the New Media Age. New York: Routledge.
Bruner, J. (1996). The Culture of Education. Cambridge: Harvard University Press.
Eisner, E. W. (2005). Reimagining Schools: The Role of the Arts in Education. Educational
Leadership, 62(1), 6-11.
Smith, J. K., & Smith, L. (2021). Transforming Education through the Arts: A Global Perspective.
International Journal of Arts Education, 19(3), 45-62.
McLuhan, M. (1964). Understanding Media: The Extensions of Man. New York: McGraw-Hill.
Bourdieu, P. (1993). The Field of Cultural Production. New York: Columbia University Press.
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes.
Cambridge: Harvard University Press.
Reimer, B. (2003). A Philosophy of Music Education. Upper Saddle River: Prentice Hall.
Gude, O. (2007). Principles of Possibility: Considerations for a 21st-Century Art and Design
Curriculum. Art Education, 60(1), 6-17.
Thompson, G. (2018). Arts Integration in Education: A Study of Teacher Perceptions. Journal of
Educational Research, 111(2), 179-196.
Barlow, A. (2020). Culturally Responsive Arts Education: A Framework for Practice. Arts
Education Policy Review, 121(1), 40-50.
Kress, G. (2003). Literacy in the New Media Age. New York: Routledge.
Bruner, J. (1996). The Culture of Education. Cambridge: Harvard University Press.
Eisner, E. W. (2005). Reimagining Schools: The Role of the Arts in Education. Educational
Leadership, 62(1), 6-11.
Smith, J. K., & Smith, L. (2021). Transforming Education through the Arts: A Global Perspective.
International Journal of Arts Education, 19(3), 45-62.