The Effectiveness of using Artificial Intelligence for Building

Professional Competencies of Future Specialists in Art Majors in

Higher Education Institutions

HALYNA KUZMENKO1, OLHA KONOVALOVA2, HALYNA SOTSKA3,

OSTAP KOVALCHUK2, LIUDMYLA MELENETS4, IRYNA SYTNYK2

Kyiv Municipal Academy of Circus and Performing Arts,

Zhylyanska str., 88, Kyіv,

Maxim Berlinskyi, str., 9, Kyiv,

selected and used for building components of professional competencies. For example, VocalAnalysis AI tools

were used to form the perceptual component — for students majoring in Musical Art; Art Vision AI — for

students majoring in Fine Arts; ChoreoVision AI — for students majoring in Choreography. The results of the

study show that students rated their level of ability to use AI as higher than medium. The questionnaire

designed to study the impact of the use of AI on building professional competencies of future specialists in art

majors, demonstrated a high level of agreement between the assessment of the impact of the use of AI tools on

the formation of various components of professional competencies. Further research can be aimed at the

development and testing of an algorithm for objective expert evaluation of specific AI tools for the

implementation of art projects by students of the specified art majors.

The development and integration of AI in the art

field create conditions for studying the features of

AI as a tool in the further professional activities of

future specialists in art majors. The use of AI in art

has wide application opportunities, in particular, the

(accounting, systematization of texts, etc.),

providing information support, schematic analysis

of finished works of art, testing art solutions at the

stage of creating an art project. This creates

prerequisites for studying the peculiarities of the use

of AI in the art field and the impact of AI on

building professional competencies of future

specialists in art majors in HEIs. According to [1],

the integration of AI into the learning process in

HEIs (including art majors) contributed to the

artifacts created by AI. However, in [3] the authors,

state that some professionals in the arts consider

their work with AI to be effective co-creation. So, in

addition to the applied level of AI in relation

between the students studying to become specialists

of art majors, the problem is also the value level,

which determines the general attitude and the very

possibility of AI being related to the world of true

art.

(skills) components, which in their unity reflect the

level of their professional maturity and readiness for

effective and creative professional activities, [4].

Professional competencies of art specialists include

flexibility and creative nature of thinking;

independence in making rational and creative

decisions; creative application of methods of

professional activity; the ability to manage an

artistic team; the development of skills to critically

evaluate professional situations and problems; the

mastery, [5].

has the potential to fundamentally transform the

process of building the professional competencies

using AI for pattern recognition can facilitate the

search for effective solutions in terms of color,

form, working techniques, and materials to be used,

[6]. For future specialists majoring in

Choreography, the use of AI will also contribute to

the creation of virtual models for scenography and

visualization of dance movements. AI can always

perform the role of an outside critic-art critic in

analytical terms, thereby increasing the skill level of

students and art specialists, helping them to project

strengths from the outside, receive a critical

assessment, create certain content, and evaluate it.

opinion among scholars dealing with the interaction

between classical art education and AI on to what

extent should AI be involved in art education and

whether it is worth it at all. However, art has always

resonated with objective reality, adapting to the

realities of the time and partly determining these

realities themselves. This means that in today’s

development of creativity and creative confidence

for students of art majors. At the same time in [8],

authors argue that the use of AI tools has a positive

impact on students’ academic experience, creativity,

and productivity. Therefore, the selection of

effective forms of using AI for training in artistic

majors contributes to the improvement of

professional competencies and preparedness of

future specialists for the developing and

technological labor market. In particular, the

impact of AI tools on the development of

professional competencies of students of art majors.

The focus is on determining how effectively these

learning can be useful in the educational process.

For example, AI is used to analyze works of art,

musical compositions, and choreography. This

allows students to gain useful knowledge that will

help them to improve their work. Other studies

emphasize the importance of teaching students

digital literacy so that they can make the most of AI,

[1], [2], [3], [4], [5], [6], [7], [8], [9]. The research is

the effectiveness of the use of AI in building

professional competencies of the future art

specialist. The aim involves the fulfillment of the

following research objectives:

competencies of art specialists and compare them

with existing AI tools that can be used for their

improvement;

possibilities of using AI tools to perform various

A review of the existing studies reveals the

uncertainty and even opposite views we have

noticed regarding AI use for the education of future

art specialists. In this article, the authors try to

distance themselves from the often unsubstantiated

polemics about the harm of AI to true art, especially

to students at the stage of their formation as art

specialists and professional artists. So, the literature

review should focus on the benefits of using AI in

the context of the issue under research. In particular,

[9], stated that AI contributes to individualization

and increases the efficiency of the educational

particular, searching for relevant images or musical

processing of large arrays of data, which provides

ample opportunities for understanding varieties of

art. The study of [13], on the evaluation of human-

generated and AI-generated artworks shows that

human-generated artworks were rated higher: this

was influenced by the emotional content of the

human-generated artworks. In [14], the researchers

investigated that the evaluation of black and white

drawings created by a person with a certain

intention (subtext, content) was higher than similar

future artists, [16]. They also pay attention to the

problems of data privacy, authorship in creativity,

and the influence of smart systems on the creative

process.

to their learning process. In particular, [17],

emphasizes the significant and beneficial role

played by interactive learning in the use of AI in the

classroom for real-world tasks, the use of virtual

reality, the development of platforms for group

teaching art subjects.

helps analyze the accuracy of ballet poses: this is

achieved thanks to computer vision technology. In

[20] the authors divide the possibilities of using AI

in art into five main categories - creation, analysis,

content improvement, information extraction and

improvement, and data compression. Besides,

various AI tools enable future specialists to

collaborate, analyze data, and evaluate creative

professional competencies of future art specialists.

The components of the professional competencies of

future specialists of various artistic majors were

systematized based on the interpretation of the work

capabilities of the AI tools. An experimental sample

was created to empirically study the specifics of the

relationship between EI and dependence among

migrants. The study involved 400 citizens of

Ukraine aged 18 to 50, who left Ukraine because of

military operations in Ukraine and stay in EU

countries now. There were 95 men and 305 women

among the respondents. A total of 56% of

respondents migrated from the eastern regions of

Ukraine, 24% — from the southern regions, 9% —

contextual advertising on Facebook and Instagram.

The main inclusion criteria were Ukrainian citizens,

who had temporary protection status in the EU

country and moved to the EU country after February

24, 2022.

majoring in Fine Art, Decorative Art, and

Restoration of the first (bachelor’s) level of higher

education defines thirteen general competencies,

[22]:

scientific achievements of society based on an

understanding of the history and patterns of

development of the subject, its place in the general

system of knowledge about nature and society;

languages;

analysis;

situations;

revealed a lack of research that would

experimentally study the issue of using AI tools for

the development of professional competencies of art

students, especially those that help in the

3.1 Research Design

The research was carried out by employing a

quantitative method, using also qualitative methods

of statistical data evaluation for their generalization

and interpretation. The AI tools that can be used for

work by art specialists were analyzed, and lecture

material was developed to introduce students to the

beginning of the year, when performing tasks, or

use (optionally) during the academic year in the free

version or the paid version up to $10 per month. The

students were offered the use of AI tools in the

process of learning, as presented in Table 2

(Appendix 2).

3.2 Methods

The research employed quantitative methods,

modeling, and a pedagogical experiment. As part of

scales and subscales, which indicates that literacy in

the use of AI is equal. The Use, Assessment, and

Creative Thinking subscale has the highest mean

values for each of the three majors, indicating the

significant role that AI plays in promoting creative

thinking. Different standard deviations show that the

than medium. A survey of students regarding the

effectiveness of the use of AI tools in building their

professional competencies is presented in Figure 1.

majors involved in the research highly appreciated

the impact of AI tools on expanding their

positively evaluated the AI use to realize their future

role as a professional, an auxiliary factor in

understanding the art field and determining a place

in the system of professional direction (estimates of

all components by students of various specialties

who participated in the study were higher than 3

points).

them to better master the specifics of their

professional activities. Students pointed to several

advantages of using AI tools, including:

goals, and interests;

component: facilitating the performance of routine

tasks, developing the ability to consciously and

rationally organize one’s educational activities and

to cooperate with other participants of the

educational process or creative team;

self-criticism;

abilities that contribute to effective work in future

activities;

experimentation.

questionnaire by calculating the Cronbach’s alpha

coefficient, separately for the students’ answers for

each major, is presented in Table 4 (Appendix 2).

art specialists was found. This is predicted because

students rated both components above medium. No

significant differences were found between the

indicators of self-assessment of AI literacy and the

assessment of the impact of the use of AI tools on

the professional literacy of students of different

majors. Therefore, the correlation coefficients

between the average grades of students of all majors

were calculated. The indicators of relationships are

presented in detail in Table 5 (Appendix 2).

several limitations that were discussed in the

introduction and literature review. This is also

determined by the numerous threats that AI poses in

case of abuse or incorrect use, in particular, about

violations of the academic integrity rules.

that machine creativity and human creativity should

be differentiated, but the complementarity of

human creativity and AI will contribute to the

maximization of people’s creative capabilities. The

use of AI changes the labor market, and contributes

to the improvement of production processes. The

professional competencies and components using

AI. Therefore, the authors of this article argue for

the idea of introducing material about the

peculiarities of AI tools in art into the curriculum.

The rational use of AI capabilities makes it possible

to train high-class specialists, while the unqualified

will distort the AI potential.

means understanding the requirements for activities

in modern art; motivational and value, cognitive,

organizational and activity, reflective and

evaluative components. The obtained results

correspond to the results of the study conducted by

[27], which showed that the collaboration of

students with AI tools significantly influenced

creativity in content, expressiveness, and social

benefit of efficiency. This was, however,

influenced by students’ attitudes towards AI and

their level of artistic skills. At the same time, the

rational use of AI will contribute to the further

effective building of various types of professional

competencies in future specialists of art specialties,

education and the need to implement AI in teaching

process, [31], including understanding the ethical

implications of using AI in education, publishing

specific content, and observing copyright when

creating or performing other operations, [32]. In

addition, as the use of AI in various forms can

expose the participants of the educational process

to danger, it is extremely important to prevent

potential situations of bullying, [33], [34]. Future

specialists in the field of art should be trained in

such a way as to strengthen the complementarity of

complement the conclusions of [37], regarding the

effectiveness of using AI for the development of

the organizational and activity component of

competence. In [38], the authors conclude that the

development of cooperation in educational

activities between students and AI tools can

contribute to high-quality performance of creative

tasks, and finding solutions to problems. The

results of [39], show that the use of AI in higher

education is possible in three variants: 1) AI as a

implementation of literacy studies using AI in

educational programs. The authors of this article

reached a similar conclusion, which is ground to

consider it appropriate to offer the study of the

possibilities of using AI while learning all

mandatory subjects of the educational program.

Besides, attention should be paid to the potential of

AI specifically within the scope of studying

selective subjects, [41]. It is advisable to develop

cooperation between humans and AI is possible

even in the creative sphere. However, establishing

work with AI requires mastering new skills, and

artistic activity. Theoretical studies and tests will

make it possible to improve the processes of

professional education using AI.

The study showed that the development of

professional competencies is positively influenced

by the reasoned use of AI tools in art education.

According to the subjective self-assessment of

professional competencies shows sufficient

consistency of its components, and the results of

descriptive statistics indicate that students highly

appreciate the impact of using AI tools on building

their professional competencies. This means that

students majoring in Musical Art, Fine Art, and

Choreography statistically equally evaluate AI

rate the impact of AI on their professional training.

This confirms the importance of incorporating AI

into the curriculum if we want future specialists to

be well-rounded.

feedback from AI tools to help them improve their

artistic skills. In the field of choreography, students

highly appreciate AI tools that help to analyze

movements and provide valuable information about

their synchronicity and spectacularity,

recommendations for selecting or improving

musical accompaniment, and creating more

exciting and creative dance programs, artwork, or

musical accompaniment. In the visual arts, AI tools

tool for their activities. In music, AI helps to assess

mood, which accelerates the work of a future

specialist in the field of musical art, in particular,

pop vocals, and therefore activates the viewer’s

attention, contributes to increasing the productivity

of his work.

results of the assessment of literacy in the use of AI

tools and the assessment of the impact on the level

of professional literacy. In other words, AI literacy

also involves the assessment of the impact on

specialist. Therefore, it is necessary to acquire AI

literacy skills to build professional competencies

and their components in the modern world. This

will contribute to their effective use and prevent the

negative consequences of using AI in art.

competencies of future specialists in the field of art.

The study did not also take into account the

student’s academic performance.

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