A Neutrosophic Mathematical Model for Evaluating Innovation Modes in Higher Arts Education

Innovation in higher arts education is often difficult to measure. Traditional models cannot fully describe hybrid, uncertain, or controversial artistic practices. This paper presents a new mathematical model based on neutrosophic theory to evaluate different types of innovation in arts education. The model uses three parts: the accepted part of innovation, the uncertain part, and the opposing or resisted part. Each type of innovation is measured as a triplet using a neutrosophic measure. The model also includes a neutrosophic integral to evaluate innovation over time. A sample case study with fully calculated values is provided to show how the model works. This framework gives educators and researchers a new way to understand and improve innovation in artistic teaching and practice.