Art design teaching attitudes, educational technology integration, and student engagement in higher vocational colleges in China: Basis for teachers’ development plan

This descriptive research design paper described the profile, art design teaching attitudes, educational technology integration, and student engagement in Higher Vocational Colleges in China.From a target population of 5000.00,450 teachers served as sample respondents of the study.Results revealed that most respondents are male, aged 26-35, and have doctorate degrees.Art in the classroom serves a multifaceted role, extending far beyond mere decoration and significantly enhance the learning process that contribute to the development of independent learning.The study also concluded that using technology in the art classroom encourages collaboration and offers possibilities for various evaluation approaches.It also involves sense of responsibility in employing technology both within and outside of the classroom.Additionally, students are encouraged to explore different art mediums and techniques to express their creativity and individuality, engage in constructive discussions with their peers, and demonstrate active participation by asking questions, seeking clarification when needed, and engaging in class activities with enthusiasm.Art design teaching attitudes, technology integration, and student engagement are generally accepted across different demographic groups.Age and highest educational attainment influence art design teaching attitudes, technology integration, and student engagement.Also, the art design teaching attitude significantly impacts educational technology integration that enhance student engagement.The research recommends that more female respondents, teachers from other age brackets, and individuals with different educational backgrounds.Further, teachers may explore how art can be integrated into their lesson plans across different subjects, fostering interdisciplinary connections that enrich students' learning experiences and encourage independent exploration and understanding; use digital collaboration tools and platforms that promote student connection and teamwork; and allow students to choose from various artistic mediums and methods according to their preferences and strengths.Professional development opportunities may focus on art design teaching attitudes and technology integration through workshops, seminars, courses, and reflective practices.Lastly, the proposed faculty development program for art design teaching may be implemented to Ji, F.