Artistic education of a teacher in the conditions of generative artificial intelligence

authors:

Tetyana Pirogova (https://orcid.org/0000-0002-5763-160X)

Tetyana Kryvosheya (https://orcid.org/0000-0001-7287-4274)

Relevance of the research.  The rapid expansion of generative artificial intelligence technologies triggers a conceptual crisis within the traditional paradigm of artistic education. There is an urgent need to rethink the foundational categories of aesthetics and preserve the existential dimension in artistic cognition amidst the proliferation of algorithmic simulacra.

Problem statement.  The training of future teachers today goes far beyond mere knowledge transfer. The teacher becomes a key figure, a guide through the labyrinths of digital imitations, which requires a profound study of the deep mechanisms of consciousness's interaction with art in the new technological reality.

Analysis of recent reseafch and publications. The theoretical and practical foundation of art education is outlined (L. Masol, B. Yusov, S. Konovets, etc.), and the impact of generative AI on the artistic paradigm is analyzed (X. Wu, O. Bar-Gil, D. Salas Espasa), alongside the fundamental philosophical dimensions of the lifeworld (E. Husserl).

Research task. Philosophical and educational rethinking of the authenticity of aesthetic experience as a strong conceptual basis for developing a new paradigm of teacher artistic education.

Main material presentation. The author's concept of the “hermeneutics of authentic aesthetic experience” is introduced and substantiated, serving as the basis for the formation of a specific teacher's “culture of authenticity”. Three key modes of contemporary artistic authenticity are identified and analyzed in detail: genuine (organic, rooted in being), imitative (algorithmic, empty in essence), and hybrid (centauric co-creation of a human and a neural network).

Conclusions. The expansion of AI appears not as a death sentence, but as a powerful catalyst for the philosophical renewal of artistic education. Conscious mastery of the culture of authenticity allows the teacher to ethically and critically manage modern modes of creation. The uncompromising assertion of the primacy of the human spirit over algorithmic form becomes a strategic priority for education and a guarantee of preserving the civilizational code.

Keywords: artistic education, generative artificial intelligence, authenticity, aesthetic experience, hermeneutics, philosophy of education, digital simulacra.

References:

  1. Apostolescu, I & Marino, S 2022. ‘Varieties of the lifeworld: Phenomenology and aesthetic experience’, Continental Philosophy Review, 55, s. 409–416. Available from: <https://doi.org/10.1007/s11007-022-09576-x> [3 December 2025].
  2. Bar-Gil, O 2025. ‘The transformation of artistic creation: from Benjamin’s reproduction to AI generation’, AI & Society, 40, s. 6439–6453. Available from: <https://doi.org/10.1007/s00146-025-02432-5> [3 December 2025].
  3. Feng, Y & Xu, L 2024. ‘Modernity criticism of aesthetic education’, Discover Education, 3, 124 s. Available from: <https://doi.org/10.1007/s44217-024-00226-3> [3 December 2025].
  4. Jaramillo, JJ & Chiappe, A 2024. ‘The AI-driven classroom: A review of 21st century curriculum trends’, Prospects, 54, 645–660. Available from: <https://doi.org/10.1007/s11125-024-09704-w> [3 December 2025].
  5. McLoughlin, J 2024, ‘The work of art in the age of artificial intelligibility’, AI & Society, 40, 371–383. Available from: <https://doi.org/10.1007/s00146-023-01845-4> [3 December 2025].
  6. Salas Espasa, D & Camacho, M 2025. ‘From aura to semi-aura: reframing authenticity in AI-generated art — a systematic literature review’, AI & Society, 40, 6727–6759. Available from: <https://doi.org/10.1007/s00146-025-02361-3> [3 December 2025].
  7. Wu, X, Tran, TTM, Zhou, Q, Sun, J, Wu, H & Wang, X 2026. ‘Human-AI co-creation or conflict? Mapping art students’ diverse perspectives on creative identity with genAI: A Q methodology study’, Education and Information Technologies. Available from: <https://doi.org/10.1007/s10639-026-13914-4> [3 December 2025].
  8. Konovets, SV 2012. Teoretychni i metodychni osnovy tvorchoho rozvytku maibutnikh uchyteliv obrazotvorchoho mystetstva u vyshchykh navchalnykh zakladakh (Theoretical and methodological foundations of creative development of future fine arts teachers in higher educational institutions), Dysertatsiia doktora nauk, Kyiv, 471 s.
  9. Leshchenko, MP 1996. Zarubizhni tekhnolohii pidhotovky uchyteliv do estetychnoho vykhovannya (Foreign technologies for training teachers for aesthetic education), 2-e vyd., dop., Kyiv : Hrotesk, 192 s.
  10. Masol, LM 2006. Zahalna mystetska osvita : teoriya i praktyka (General art education: theory and practice), Kyiv : Promin, 432 s.
  11. Muzyka, OYa 2011. Rozvytok tvorchykh zdibnostei maibutnikh uchyteliv obrazotvorchoho mystetstva v protsesi vyvchennya fakhovykh dystsyplin (Development of creative abilities of future fine arts teachers in the process of studying professional disciplines), Dysertatsiia kandydata nauk, Uman : Umanskyi derzhavnyi un-t imeni Pavla Tychyny, 300 s.
  12. Perepelytsia, O & Khrabrova, V 2024. ‘Osvita i universytet v epokhu shtuchnoho intelektu (Education and university in the era of artificial intelligence)’, Filosofiya osvity, 30(2), s. 186–198. Available from: <https://doi.org/10.31874/2309-1606-2024-30-2-12> [3 Hruden 2025].
  13. Solomakha, SO 2013. ‘Innovatsiina tekhnolohiya rozvytku khudozhnoestetychnoho svitohlyadu vykladachiv do estetychnoho vykhovannya mystetskykh dystsyplin (Innovative technology for the development of artistic and aesthetic worldview of teachers for aesthetic education of art disciplines)’, Problemy osvity : nauk. zb., Vyp. 74(1), s. 177–182.
  14. Sotska, H 2014. ‘Orhanizatsiino-metodychna systema formuvannya estetychnoyi kultury maibutnikh uchyteliv obrazotvorchoho mystetstva v pedahohichnykh universytetakh (Organizational and methodological system of forming the aesthetic culture of future fine arts teachers in pedagogical universities)’, Nepreryvna profesiina osvita: teoriya i praktyka, Vyp. 1-2(IV), s. 64-68.
  15. Yusov, BP 1990. Naukova hipoteza. Vzaiemodiya ta intehratsiya mystetstv v polikhudozhnomu rozvytku shkolyariv (Scientific hypothesis. Interaction and integration of arts in the polyartistic development of schoolchildren), Luhansk : Pressa, 180 s.

 P1