AESTHETIC PEDAGOGY AND TEACHER COMPETENCY: CULTIVATING CREATIVITY SKILLS IN UNIVERSITY-MUSEUM ART EDUCATION COLLABORATIONS

ABSTRACT Purpose: This study examines how aesthetic pedagogy delivered through collaborations between universities and art museums can enhance creativity skills in education, focusing on the competencies teachers need to foster student creativity. Contemporary education increasingly emphasizes creative thinking and innovation, yet integrating rich aesthetic experiences into teacher training and classroom practice remains challenging. Method: A qualitative systematic literature review (SLR) was conducted following PRISMA guidelines. Seven studies (2010–2025) were selected through a structured search (databases included ERIC, Scopus, and Google Scholar) using inclusion criteria targeting research on art education partnerships, teacher training, and creativity development. Relevant data were extracted and thematically analysed across studies. Findings: Three key themes emerged: (1) Aesthetic Experiences as Catalysts for Creativity. (2) Teacher Competency and Professional Growth. (3) Strategies and Challenges in University-Museum Integration. Implications: The study contributes to educational theory by reinforcing the role of aesthetic pedagogy in cultivating creativity and underscores the need for policy reforms in teacher education. By situating art museums as vital partners in education, this research provides actionable insights for educators, curriculum developers, and policymakers seeking to enrich learning experiences and foster creative skills through aesthetic and cultural engagement.