The Digital Age of Higher Art Education (European Experience): Professional Competence, Development, Innovation

Abstract

The present article's objective is to investigate the alterations that govern the circumstances for accomplishing educational goals in the context of the digital era. The literature review revealed major patterns in the European educational landscape that provided the framework for empirical confirmation. The sample was formed according to the stratometric approach. Respondents are art university students and educators from five European Union nations. In the study, a mixed research design was employed. The limitations and perspectives of instructors' and students' innovative educational engagement are underlined. The personality predictors of new digital environment adoption were established.