Development of a Meta Art Integration Teaching Model

This study serves as a follow-up to the research on “Meta-Arts Convergence Pedagogy through Active Learning Facilitation” and aims to develop a systematic instructional model. The research employed the ADDIE instructional design model (Branch, 2010), proceeding through three phases of analysis, design, development, implementation, and evaluation, supported by expert validation and discussion. The findings highlight four key features of the Meta-Arts Convergence Pedagogy model: first, it provides a framework for learners to experiment with connecting art and society in response to rapid changes; second, it enables learners to experience structured processes that reveal the practical value of the arts; third, it adopts a learner-as-instructor approach, fostering leadership in teaching; and fourth, it positions educators as positive facilitators, where careful observation and appropriate feedback contribute to relational recovery. Limitations identified include the need for prior narrative research to address resistance to change among participants, the importance of incorporating metacognitive approaches, and challenges arising from limited metaverse experience among experts, which led to conceptual rather than practical engagement with the model.