Fostering Visual Literacy and Critical Citizenship Through Artistic Dialogic Gatherings in Pre‐Service Teacher Education

ABSTRACT Dialogic gatherings have proven to be effective educational interventions for fostering proactive learning attitudes, deepening understanding, and promoting prosocial behaviour. This study examines the impact of artistic dialogic gatherings (ADG) on pre‐service teachers, focusing on their self‐perceived improvements in visual literacy and critical citizenship skills. The study involved 91 primary and early childhood education students at a Spanish university. Data were collected through nine interviews, a focus group, and six observations. Data were analysed using qualitative communicative methodology. Results suggest that participants associate ADGs with meaningful interactions that enhance visual literacy and critical citizenship skills.