Editorial

This Special Issue explores innovative pedagogical approaches in art history, addressing challenges in student engagement, interdisciplinary learning and inclusivity. Originating from the Association for Art History’s 2024 Annual Conference , it examines experiential learning, creativity in teaching and active learning strategies. Contributors reflect on how they convey the discipline’s relevance and vitality while integrating essential skills into their classrooms. Through practice-based methods, alternative assessments and real-world applications, they navigate the shift from traditional to student-centred learning. By fostering dialogue on evolving teaching methodologies, this Special Issue underscores the significance of art history education in a rapidly changing academic and technological landscape.