New pedagogical technologies in teaching painting at specialized universities in Russia and western and Eastern Europe

Introduction. Traditional teaching of painting shows insufficient application of innovative teaching methods that develop creative thinking in the training of modern creative personnel. The research, carried out on the example of universities in Russia and Western and Eastern Europe, is conditioned by the need to identify new pedagogical technologies in the teaching of painting in profile universities in connection with the new integration and information processes of the modern system of education, aimed at the world educational space. The aim of the study is to analyse foreign and Russian experience in the field of higher school pedagogy in the framework of teaching painting with the help of new methods. Materials and methods. The study was conducted on the basis of a number of art universities in Russia using the method of expert evaluations. The research materials were the answers of three groups of experts: teachers of Russian, West European and East European universities. The research was conducted by means of questionnaire completion by the respondents and in-depth interview. Closed-ended alternative questions were used in the questionnaire. Seventy-five people participated in the survey, making a representative sample of the study. The data were processed and visualised using the histogram method with grouping. KEYWORDS Results of the study. For the Russian teaching practice, the most frequent pedagogical technologies based on 3D-modelling, in which the highest score of 8.9 was obtained by the Moscow State Academic Art Institute named after V.I. Surikov. V.I. Surikov. In the group of Western European universities, the Académie de la Grande Chaumière (France) with a result of 8.3. Among Eastern European universities – Jan Evangelis Purkinje University (Czech Republic) with a score of 9.2. Conclusion. The main pedagogical technologies of teaching painting in higher education institutions have been identified, the tendency towards hybridisation of pedagogical technologies with artificial intelligence in Western and Eastern Europe has been revealed, while Russian practice is characterised mainly by 3D-modelling. The application of the studied foreign experience will undoubtedly make it possible to expand the pedagogical practice of Russian universities and enrich the learning experience of students of profile universities.