Uw Determinants of Trips to Art Galleries and Museums Organized by Early School Education Teachers

Questions about the quality of education for pupils who live in a world dominated by digital media in the post-pandemic era inevitably trigger the urgent need for organized reactivation of aesthetic education. In the most general sense, aesthetic education covers all activities and experiences related not only to the interpretation of cultural texts that stimulate harmonious experiences, but also to nurturing children’s active engagement with art. Given the role of pupils’ direct interaction with works of art, alongside their own expressive and creative activities in developing their sense of aesthetics, this article underscores the importance of trips to art galleries and museums organized by early school education teachers during non-pandemic periods, as well as the difficulties faced in this area during the pandemic (e.g., sanitary restrictions). The research sought to identify the factors influencing the planning and organization of trips to museums and art galleries by early school education teachers. The article presents findings on the frequency, necessity, and conditions of pupils’ encounters with art in cultural institutions, as organized by early school educators.