CHALLENGES AND PROSPECTS OF ORGANIZING STUDENTS’ INDEPENDENT LEARNING ACTIVITIES IN THE PAINTING COURSE

Abstract

This article provides a theoretical analysis of the issues surrounding the improvement of
independent learning methodologies in the painting course. It substantiates the need to enhance students’ creative autonomy, strengthen individualized instruction, and activate motivational
mechanisms in the teaching of painting and other visual arts disciplines within higher education.
The research examines existing scholarly literature, international and local educational practices,
as well as the potential for integrating digital technologies into art education. The methodological
framework includes analytical, comparative, inductive, and content-analysis approaches.
The findings indicate that the current practice of organizing independent learning remains largely
formal, while the assessment system and methodological adaptation insufficiently support the
development of students’ creative activity. The article proposes practical recommendations aimed
at incorporating innovative technologies into the art-education process, reconceptualizing the
instructor’s role as a mentor-consultant, and updating assessment criteria.