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

This study examines how aesthetic pedagogy delivered through collaborations between universities and art museums can enhance creativity skills in education, with a particular focus 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. A qualitative systematic literature review (SLR) was conducted following PRISMA guidelines, selecting seven studies published between 2010 and 2025 through a structured search of ERIC, Scopus, and Google Scholar. Inclusion criteria targeted research on art education partnerships, teacher training, and creativity development, and relevant data were extracted and thematically analysed across studies. Three key themes emerged from the analysis: aesthetic experiences as catalysts for creativity, teacher competency and professional growth, and strategies and challenges in university–museum integration. The study contributes to educational theory by reinforcing the role of aesthetic pedagogy in cultivating creativity and highlights the need for policy reforms in teacher education. By positioning art museums as vital partners in education, this research offers actionable insights for educators, curriculum developers, and policymakers seeking to enrich learning experiences and foster creative skills through aesthetic and cultural engagement.