El concepto de impacto de la Inteligencia Artificial
en la Educación Artística: nuevos horizontes
para la creatividad, el cambio social, la innovación
y el enriquecimiento cultural
Vitalina Nikitenko1
, Valentyna Voronkova2
, Roman Oleksenko 3
,
Regina Andriukaitiene4
, Vladyslav Pyurko5
, Dmytro Khrystovoi6
1
Zaporozhzhia National University, Zaporizhzhia, Ukraine.
E-mail: vitalina2006@ukr.net; ORCID: https://orcid.org/0000-0001-9588-7836
2
Zaporozhzhia National University, Zaporizhzhia, Ukraine.
E-mail: valentinavoronkova236@gmail.com; ORCID: https://orcid.org/0000-0002-0719-1546
3
Volodymyr Vynnychenko Central Ukrainian State University, Kropyvnytskyi, Ukraine.
E-mail: roman.xdsl@ukr.net; ORCID: https://orcid.org/0000-0002-2171-514X
4
Vytautas Magnus University, Kaunas Lithuania. Bioeconomy Research Institute, Kaunas Lithuania.
E-mail:regina.andriukaitiene@gmail.com; ORCID: https://orcid.org/0000-0002-0691-7333
5
Bogdan Khmelnitsky Melitopol State Pedagogical University, Ukraine.
E-mail: vlad.1994ak@gmail.com; ORCID: https://orcid.org/0000-0001-9296-6619
6
Bogdan Khmelnitsky Melitopol State Pedagogical University, Ukraine.
E-mail: khristovoy.dima06@gmail.com; ORCID: https://orcid.org/0009-0000-2932-3549
Resumen. La inteligencia artificial (IA) está transformando la cultura y el arte
contemporáneos, abriendo nuevas oportunidades para la creatividad, la innovación, la
transformación social y el enriquecimiento cultural. Sin embargo, su aplicación en el
arte también plantea serias cuestiones éticas y filosóficas relacionadas con la naturaleza
de la creatividad y la originalidad. El propósito de este estudio es explorar el impacto
de la inteligencia artificial en la educación artística utilizando un enfoque mixto que
incorpora metodologías de ciencia de datos, big data y ágil. La IA se considera cada
vez más una herramienta que amplía los límites de la creatividad humana, permitiendo
a los artistas explorar nuevas formas y técnicas y crear obras interactivas y adaptativas
que antes eran inalcanzables. La Sociedad Internacional para la Educación a través de
las Artes (InSEA) desempeña un papel clave en el desarrollo de la educación artística
en todo el mundo. Este estudio analiza un nuevo paradigma educativo basado en un
enfoque humanista del desarrollo humano y que aboga por la integración de la IA en
el proceso educativo para mejorar las capacidades culturales y creativas de las personas.
Palabras clave: inteligencia artificial, desarrollo social, educación artística, creatividad,
innovación.
Recibido: 17/07/2024 ~ Aceptado: 28/09/2024
INTERACCIÓN Y PERSPECTIVA
Revista de Trabajo Social
ISSN 2244-808X ~ Dep. Legal pp 201002Z43506
DOI: https://doi.org/10.5281/zenodo.14031656
Vol. 15 (1): 153 - 170 pp, 2025
en la Educación Artística: nuevos horizontes
para la creatividad, el cambio social, la innovación
y el enriquecimiento cultural
Vitalina Nikitenko1
, Valentyna Voronkova2
, Roman Oleksenko 3
,
Regina Andriukaitiene4
, Vladyslav Pyurko5
, Dmytro Khrystovoi6
1
Zaporozhzhia National University, Zaporizhzhia, Ukraine.
E-mail: vitalina2006@ukr.net; ORCID: https://orcid.org/0000-0001-9588-7836
2
Zaporozhzhia National University, Zaporizhzhia, Ukraine.
E-mail: valentinavoronkova236@gmail.com; ORCID: https://orcid.org/0000-0002-0719-1546
3
Volodymyr Vynnychenko Central Ukrainian State University, Kropyvnytskyi, Ukraine.
E-mail: roman.xdsl@ukr.net; ORCID: https://orcid.org/0000-0002-2171-514X
4
Vytautas Magnus University, Kaunas Lithuania. Bioeconomy Research Institute, Kaunas Lithuania.
E-mail:regina.andriukaitiene@gmail.com; ORCID: https://orcid.org/0000-0002-0691-7333
5
Bogdan Khmelnitsky Melitopol State Pedagogical University, Ukraine.
E-mail: vlad.1994ak@gmail.com; ORCID: https://orcid.org/0000-0001-9296-6619
6
Bogdan Khmelnitsky Melitopol State Pedagogical University, Ukraine.
E-mail: khristovoy.dima06@gmail.com; ORCID: https://orcid.org/0009-0000-2932-3549
Resumen. La inteligencia artificial (IA) está transformando la cultura y el arte
contemporáneos, abriendo nuevas oportunidades para la creatividad, la innovación, la
transformación social y el enriquecimiento cultural. Sin embargo, su aplicación en el
arte también plantea serias cuestiones éticas y filosóficas relacionadas con la naturaleza
de la creatividad y la originalidad. El propósito de este estudio es explorar el impacto
de la inteligencia artificial en la educación artística utilizando un enfoque mixto que
incorpora metodologías de ciencia de datos, big data y ágil. La IA se considera cada
vez más una herramienta que amplía los límites de la creatividad humana, permitiendo
a los artistas explorar nuevas formas y técnicas y crear obras interactivas y adaptativas
que antes eran inalcanzables. La Sociedad Internacional para la Educación a través de
las Artes (InSEA) desempeña un papel clave en el desarrollo de la educación artística
en todo el mundo. Este estudio analiza un nuevo paradigma educativo basado en un
enfoque humanista del desarrollo humano y que aboga por la integración de la IA en
el proceso educativo para mejorar las capacidades culturales y creativas de las personas.
Palabras clave: inteligencia artificial, desarrollo social, educación artística, creatividad,
innovación.
Recibido: 17/07/2024 ~ Aceptado: 28/09/2024
INTERACCIÓN Y PERSPECTIVA
Revista de Trabajo Social
ISSN 2244-808X ~ Dep. Legal pp 201002Z43506
DOI: https://doi.org/10.5281/zenodo.14031656
Vol. 15 (1): 153 - 170 pp, 2025
154 Nikitenko, Voronkova, Oleksenko, Andriukaitiene, Pyurko, KhrystovoiInteracción y Perspectiva. R evista de Trabajo S ocial Vol. 1 5 ( 1 ) : 2 0 2 5
The concept of Artificial Intelligence’s impact on Art
Education: new horizons for creativity, social change
innovation and cultural enrichment
Abstract. Artificial intelligence (AI) is reshaping contemporary culture and art by
unlocking new avenues for creativity, innovation, social transformation, and cultural
enrichment. However, its application in the arts also introduces significant ethical and
philosophical challenges related to the nature of creativity and originality. This study
seeks to examine the influence of AI on art education through a mixed-method ap-
proach, incorporating Data Science, Big Data, and Agile methodologies. AI is increas-
ingly viewed as a tool that extends the boundaries of human creativity, enabling artists
to explore novel forms and techniques, and to create interactive and adaptive works
that were previously unattainable. The International Society for Education through
Art (InSEA) plays a pivotal role in advancing art education worldwide. This study dis-
cusses a new educational paradigm rooted in a humanistic approach to human devel-
opment, advocating for the integration of AI into the educational process to enhance
the cultural and creative capacities of individuals.
Keywords: artificial intelligence, social development, art education, creativity, innovation.
INTRODUCTION
Modern advances in artificial intelligence, innovation and technological progress of-
fer new tools for artists and designers. Algorithms can generate complex visual and musical
works, which expands the boundaries of creative possibilities. The use of AI makes it possible
to create art that was previously impossible or very difficult to realise. Thanks to the avail-
ability of AI technologies, art creation is becoming more accessible to the general public,
resulting in the demythologisation of art. This opens up new opportunities for amateurs and
young artists who can use artificial intelligence to implement their ideas without the need for
deep technical knowledge. AI allows for interactive art projects and new forms of interaction
where viewers can interact with works in real time. This is changing the way people perceive
and interact with art, making it more immersive and personalised. The debate around whether
artificial intelligence can be a real artist or whether AI-generated works can be considered art
stimulates deep philosophical reflections on the nature of creativity. The art industry using
AI is opening up new markets and business models as AI has a significant economic impact
(Аndriukaitiene et al., 2017). From the sale of digital works and NFTs to new forms of art
installations and exhibitions, AI technology offers new sources of income for artists and gal-
leries. AI can also be used to preserve and restore cultural heritage and support traditional art.
Algorithms can restore damaged artworks, analyse ancient techniques and styles, contributing
to the preservation of cultural history, and changing the artistic landscape through AI.
InSEA (International Society for Art Education) is a global organisation dedicated to the
support and development of art education worldwide. Established in 1954, InSEA is one of
The concept of Artificial Intelligence’s impact on Art
Education: new horizons for creativity, social change
innovation and cultural enrichment
Abstract. Artificial intelligence (AI) is reshaping contemporary culture and art by
unlocking new avenues for creativity, innovation, social transformation, and cultural
enrichment. However, its application in the arts also introduces significant ethical and
philosophical challenges related to the nature of creativity and originality. This study
seeks to examine the influence of AI on art education through a mixed-method ap-
proach, incorporating Data Science, Big Data, and Agile methodologies. AI is increas-
ingly viewed as a tool that extends the boundaries of human creativity, enabling artists
to explore novel forms and techniques, and to create interactive and adaptive works
that were previously unattainable. The International Society for Education through
Art (InSEA) plays a pivotal role in advancing art education worldwide. This study dis-
cusses a new educational paradigm rooted in a humanistic approach to human devel-
opment, advocating for the integration of AI into the educational process to enhance
the cultural and creative capacities of individuals.
Keywords: artificial intelligence, social development, art education, creativity, innovation.
INTRODUCTION
Modern advances in artificial intelligence, innovation and technological progress of-
fer new tools for artists and designers. Algorithms can generate complex visual and musical
works, which expands the boundaries of creative possibilities. The use of AI makes it possible
to create art that was previously impossible or very difficult to realise. Thanks to the avail-
ability of AI technologies, art creation is becoming more accessible to the general public,
resulting in the demythologisation of art. This opens up new opportunities for amateurs and
young artists who can use artificial intelligence to implement their ideas without the need for
deep technical knowledge. AI allows for interactive art projects and new forms of interaction
where viewers can interact with works in real time. This is changing the way people perceive
and interact with art, making it more immersive and personalised. The debate around whether
artificial intelligence can be a real artist or whether AI-generated works can be considered art
stimulates deep philosophical reflections on the nature of creativity. The art industry using
AI is opening up new markets and business models as AI has a significant economic impact
(Аndriukaitiene et al., 2017). From the sale of digital works and NFTs to new forms of art
installations and exhibitions, AI technology offers new sources of income for artists and gal-
leries. AI can also be used to preserve and restore cultural heritage and support traditional art.
Algorithms can restore damaged artworks, analyse ancient techniques and styles, contributing
to the preservation of cultural history, and changing the artistic landscape through AI.
InSEA (International Society for Art Education) is a global organisation dedicated to the
support and development of art education worldwide. Established in 1954, InSEA is one of
El concepto de impacto de la Inteligencia Artificial en la Educación Artística: nuevos horizontes
para la creatividad, el cambio social, la innovación y el enriquecimiento cultural 155Vol. 15(1) enero-marzo 2025/ 153 - 170
the oldest and most influential international organisations that brings together artists, teachers,
researchers and students interested in the development of arts education (Bostrom, 2020). The
main goals and activities of InSEA are: 1) Supporting arts education, InSEA promotes the devel-
opment of arts education at all levels - from primary school to higher education. The organisa-
tion provides resources, support and professional development opportunities for art teachers. 3)
International cooperation, InSEA brings together members from different countries, creating a
platform for the exchange of experiences, ideas and best practices in the field of arts education.
The organisation organises international conferences, symposia and workshops where profession-
als can communicate and learn from each other. 3) Research and publications, InSEA actively
supports research in the field of arts education. The organisation publishes scholarly journals,
books and other publications that contribute to the dissemination of knowledge and innovative
approaches to arts education. 4) Integration of new technologies, InSEA encourages the use of
the latest technologies in arts education, including digital media, virtual and augmented reality,
and artificial intelligence. This helps to adapt curricula to modern challenges and opportunities.
5) Social and Cultural Initiatives, the organisation supports projects that use the arts as a means
of social change and cultural enrichment. This includes programmes for marginalised groups,
refugee integration projects and other initiatives that promote social cohesion (Dean, 2021). They
include programmes for marginalised groups, refugee integration projects and other initiatives
that promote social cohesion.
The aim of the study is to conceptualise artificial intelligence in the arts in the context
of new horizons of creativity, social change innovation and cultural enrichment. To achieve
this goal, it is necessary to: 1) to analyse the place and role of InSEA in the development of
art education at the global level (Marcus, 2023); 2) to find out the impact of AI on personal
expression through art, new horizons of creativity, digital educational innovations in the con-
text of global challenges; 3) to substantiate the concept of a new educational paradigm as a hu-
manistic perspective of human development; 4) to identify areas of AI development through
art for the cultural enrichment of the individual. The topic “AI and Art” is determined by the
wide range of its impact on modern society. Artificial intelligence not only changes the way art
is created and perceived, but also promotes the development of new forms of creativity, inno-
vation, social change, and cultural enrichment. This makes it an important topic for research
and discussion in the contemporary art context. AI and the arts is the process of using modern
digital technologies and tools to enhance learning to engage with art, creativity, innovation,
access to knowledge, and communication in an educational environment. This may include
the use of AI computers, tablets, smartphones, software, online courses, web resources, and
other digital resources (Kivlyuk et al., 2023).
MATERIALS AND METHODS
The concept of the impact of artificial intelligence on art education in the context of devel-
oping new horizons of creativity, innovations of social change and cultural enrichment and in the
environment of threats and new global challenges can be analysed using the following methods:
1) Data Science, which is based on the analysis and processing of artificial intelligence data in art,
which opens up new opportunities for creativity, social change innovation and cultural enrich-
ment in digital form.
para la creatividad, el cambio social, la innovación y el enriquecimiento cultural 155Vol. 15(1) enero-marzo 2025/ 153 - 170
the oldest and most influential international organisations that brings together artists, teachers,
researchers and students interested in the development of arts education (Bostrom, 2020). The
main goals and activities of InSEA are: 1) Supporting arts education, InSEA promotes the devel-
opment of arts education at all levels - from primary school to higher education. The organisa-
tion provides resources, support and professional development opportunities for art teachers. 3)
International cooperation, InSEA brings together members from different countries, creating a
platform for the exchange of experiences, ideas and best practices in the field of arts education.
The organisation organises international conferences, symposia and workshops where profession-
als can communicate and learn from each other. 3) Research and publications, InSEA actively
supports research in the field of arts education. The organisation publishes scholarly journals,
books and other publications that contribute to the dissemination of knowledge and innovative
approaches to arts education. 4) Integration of new technologies, InSEA encourages the use of
the latest technologies in arts education, including digital media, virtual and augmented reality,
and artificial intelligence. This helps to adapt curricula to modern challenges and opportunities.
5) Social and Cultural Initiatives, the organisation supports projects that use the arts as a means
of social change and cultural enrichment. This includes programmes for marginalised groups,
refugee integration projects and other initiatives that promote social cohesion (Dean, 2021). They
include programmes for marginalised groups, refugee integration projects and other initiatives
that promote social cohesion.
The aim of the study is to conceptualise artificial intelligence in the arts in the context
of new horizons of creativity, social change innovation and cultural enrichment. To achieve
this goal, it is necessary to: 1) to analyse the place and role of InSEA in the development of
art education at the global level (Marcus, 2023); 2) to find out the impact of AI on personal
expression through art, new horizons of creativity, digital educational innovations in the con-
text of global challenges; 3) to substantiate the concept of a new educational paradigm as a hu-
manistic perspective of human development; 4) to identify areas of AI development through
art for the cultural enrichment of the individual. The topic “AI and Art” is determined by the
wide range of its impact on modern society. Artificial intelligence not only changes the way art
is created and perceived, but also promotes the development of new forms of creativity, inno-
vation, social change, and cultural enrichment. This makes it an important topic for research
and discussion in the contemporary art context. AI and the arts is the process of using modern
digital technologies and tools to enhance learning to engage with art, creativity, innovation,
access to knowledge, and communication in an educational environment. This may include
the use of AI computers, tablets, smartphones, software, online courses, web resources, and
other digital resources (Kivlyuk et al., 2023).
MATERIALS AND METHODS
The concept of the impact of artificial intelligence on art education in the context of devel-
oping new horizons of creativity, innovations of social change and cultural enrichment and in the
environment of threats and new global challenges can be analysed using the following methods:
1) Data Science, which is based on the analysis and processing of artificial intelligence data in art,
which opens up new opportunities for creativity, social change innovation and cultural enrich-
ment in digital form.
156 Nikitenko, Voronkova, Oleksenko, Andriukaitiene, Pyurko, KhrystovoiInteracción y Perspectiva. R evista de Trabajo S ocial Vol. 1 5 ( 1 ) : 2 0 2 5
2) Development of AI, including data mining, intelligent and in-depth data analysis to expand
and personalise data on creativity, social change and cultural enrichment for the further devel-
opment of the educational process.
3) Use of Big Data methods such as graph mining and topological analysis to analyse the place
and role of InSEA in the development of arts education globally.
4) Improving the Agile method of creative smart digitalisation technologies to increase the effec-
tiveness of AI’s impact on creativity, innovation and educational innovation in the context of
global challenges.
5) Using Scrum methodology to analyse the phenomenon of digitalisation and its components
in art education projects.
6) Implementation of deep learning models in education to improve the concept of a new educa-
tional paradigm through creative digital technologies.
The conceptualisation of artificial intelligence in art in the context of new horizons of
creativity, innovations of social change and cultural enrichment is complemented by the fol-
lowing concepts: 1) The concept of the “reverse classroom”, which uses online platforms for
learning at home and using classroom activities to solve practical problems. 2) The concept
of integrating digital technologies into the learning process to engage students and improve
their academic performance. 3) The concept of an interactive programming environment for
children aimed at teaching computational thinking and developing creative skills through
digital tools.
To study the topic “The impact of artificial intelligence on art education: new horizons of crea-
tivity, innovation, social change and cultural enrichment”, a comprehensive approach can be used,
which will include several methods.
1) Developing questionnaires for teachers, students and other participants of art education who
use or have experience of using AI in their educational activities. Conducting surveys to collect
data on experience, attitudes, challenges and benefits of using AI in art education. Analysing
the collected data to determine the main trends and development prospects.
2) The experimental method includes conducting experiments on integrating AI into the curri-
cula of art education institutions. Measuring the impact of such innovations on the creative
process, learning outcomes, and overall student satisfaction. Comparison of the results of ex-
perimental groups with control groups to determine the effectiveness of AI.
3) Content analysis involves analysing the content created by students using AI to identify new
forms of creativity and artistic expression. The study of visual, audio, and textual materials
created with the help of AI to identify innovative approaches in art.
4) Observation, which includes conducting observations in classes where AI is used to un-
derstand the process of integrating technology into the learning process. Analysis of students’
interaction with AI tools and their impact on learning and creativity.
5) Case studies include an in-depth analysis of individual cases of successful use of AI in art
education. The study of specific examples of educational institutions or programmes where AI
has contributed to the improvement of the learning process and student creativity.
2) Development of AI, including data mining, intelligent and in-depth data analysis to expand
and personalise data on creativity, social change and cultural enrichment for the further devel-
opment of the educational process.
3) Use of Big Data methods such as graph mining and topological analysis to analyse the place
and role of InSEA in the development of arts education globally.
4) Improving the Agile method of creative smart digitalisation technologies to increase the effec-
tiveness of AI’s impact on creativity, innovation and educational innovation in the context of
global challenges.
5) Using Scrum methodology to analyse the phenomenon of digitalisation and its components
in art education projects.
6) Implementation of deep learning models in education to improve the concept of a new educa-
tional paradigm through creative digital technologies.
The conceptualisation of artificial intelligence in art in the context of new horizons of
creativity, innovations of social change and cultural enrichment is complemented by the fol-
lowing concepts: 1) The concept of the “reverse classroom”, which uses online platforms for
learning at home and using classroom activities to solve practical problems. 2) The concept
of integrating digital technologies into the learning process to engage students and improve
their academic performance. 3) The concept of an interactive programming environment for
children aimed at teaching computational thinking and developing creative skills through
digital tools.
To study the topic “The impact of artificial intelligence on art education: new horizons of crea-
tivity, innovation, social change and cultural enrichment”, a comprehensive approach can be used,
which will include several methods.
1) Developing questionnaires for teachers, students and other participants of art education who
use or have experience of using AI in their educational activities. Conducting surveys to collect
data on experience, attitudes, challenges and benefits of using AI in art education. Analysing
the collected data to determine the main trends and development prospects.
2) The experimental method includes conducting experiments on integrating AI into the curri-
cula of art education institutions. Measuring the impact of such innovations on the creative
process, learning outcomes, and overall student satisfaction. Comparison of the results of ex-
perimental groups with control groups to determine the effectiveness of AI.
3) Content analysis involves analysing the content created by students using AI to identify new
forms of creativity and artistic expression. The study of visual, audio, and textual materials
created with the help of AI to identify innovative approaches in art.
4) Observation, which includes conducting observations in classes where AI is used to un-
derstand the process of integrating technology into the learning process. Analysis of students’
interaction with AI tools and their impact on learning and creativity.
5) Case studies include an in-depth analysis of individual cases of successful use of AI in art
education. The study of specific examples of educational institutions or programmes where AI
has contributed to the improvement of the learning process and student creativity.
El concepto de impacto de la Inteligencia Artificial en la Educación Artística: nuevos horizontes
para la creatividad, el cambio social, la innovación y el enriquecimiento cultural 157Vol. 15(1) enero-marzo 2025/ 153 - 170
6) Data analysis methodology, including the use of statistical methods to analyse quantitative
data from surveys and experiments. The use of data processing software, such as SPSS or R, to
conduct detailed analysis and identify significant patterns. The combination of these methods
will allow us to gain a comprehensive understanding of the impact of artificial intelligence on
arts education, identify new opportunities for creativity and innovation, and assess the social
and cultural changes associated with this integration.
The history of artificial intelligence dates back to ancient civilisations, where myths and
legends mentioned machines and creatures with human intelligence. However, modern re-
search in this area began only in the 1950s with the advent of the first electronic computers.
An important moment was the seminar on “artificial intelligence” held in 1956 by a group of
researchers from Dartmouth College, which is considered to be the birth of AI as a science.
In the following decades, researchers made significant advances, including the development
of expert systems, neural networks, and machine learning algorithms. However, progress has
been uneven, and AI research has experienced both ups and downs. In recent years, thanks to
the growth of computing power and the availability of huge amounts of data, interest in AI
has revived, and the field is once again actively developing. The goal of researchers is to create
intelligent machines that can compete with and even surpass human intelligence.
RESULTS AND DISCUSSION
The place and role of InSEA in the development of arts education at the global level.
The International Society for Education through the Arts (InSEA) was founded in France
in 1954 to promote the model of education first formulated by Herbert Reed in his seminal
work Education through the Arts (1943). InSEA (International Society for Education through
Art) is one of the oldest and largest international organisations dedicated to education through
the arts. The purpose of this association is to support and develop art education around the
world, in accordance with the ideas of Herbert Reed, who believed that art is an important
component in the comprehensive development of the individual. InSEA’s goal is to promote
the exchange of knowledge, ideas and practices in the field of arts education, as well as to raise
the level of arts education both internationally and nationally. “Education through the arts”
is a natural means of learning at all stages of personal development, cultivating values vital for
the full intellectual, emotional and social development of people in a community. Recently,
the art educator community has revisited Red’s vision, advocating the philosophical position
that the visual arts are a fundamental human right and have inherent educational value, that a
balanced education is a right for everyone and should provide opportunities for students of all
ages to communicate and collaborate with others in society through creativity and curiosity.
AI can allow a person who is completely unable to draw to create a “world-famous painting”
in a few minutes. All you need to do is enter a few words or sentences to describe it, and you’ll
get a work like the one below.
para la creatividad, el cambio social, la innovación y el enriquecimiento cultural 157Vol. 15(1) enero-marzo 2025/ 153 - 170
6) Data analysis methodology, including the use of statistical methods to analyse quantitative
data from surveys and experiments. The use of data processing software, such as SPSS or R, to
conduct detailed analysis and identify significant patterns. The combination of these methods
will allow us to gain a comprehensive understanding of the impact of artificial intelligence on
arts education, identify new opportunities for creativity and innovation, and assess the social
and cultural changes associated with this integration.
The history of artificial intelligence dates back to ancient civilisations, where myths and
legends mentioned machines and creatures with human intelligence. However, modern re-
search in this area began only in the 1950s with the advent of the first electronic computers.
An important moment was the seminar on “artificial intelligence” held in 1956 by a group of
researchers from Dartmouth College, which is considered to be the birth of AI as a science.
In the following decades, researchers made significant advances, including the development
of expert systems, neural networks, and machine learning algorithms. However, progress has
been uneven, and AI research has experienced both ups and downs. In recent years, thanks to
the growth of computing power and the availability of huge amounts of data, interest in AI
has revived, and the field is once again actively developing. The goal of researchers is to create
intelligent machines that can compete with and even surpass human intelligence.
RESULTS AND DISCUSSION
The place and role of InSEA in the development of arts education at the global level.
The International Society for Education through the Arts (InSEA) was founded in France
in 1954 to promote the model of education first formulated by Herbert Reed in his seminal
work Education through the Arts (1943). InSEA (International Society for Education through
Art) is one of the oldest and largest international organisations dedicated to education through
the arts. The purpose of this association is to support and develop art education around the
world, in accordance with the ideas of Herbert Reed, who believed that art is an important
component in the comprehensive development of the individual. InSEA’s goal is to promote
the exchange of knowledge, ideas and practices in the field of arts education, as well as to raise
the level of arts education both internationally and nationally. “Education through the arts”
is a natural means of learning at all stages of personal development, cultivating values vital for
the full intellectual, emotional and social development of people in a community. Recently,
the art educator community has revisited Red’s vision, advocating the philosophical position
that the visual arts are a fundamental human right and have inherent educational value, that a
balanced education is a right for everyone and should provide opportunities for students of all
ages to communicate and collaborate with others in society through creativity and curiosity.
AI can allow a person who is completely unable to draw to create a “world-famous painting”
in a few minutes. All you need to do is enter a few words or sentences to describe it, and you’ll
get a work like the one below.
158 Nikitenko, Voronkova, Oleksenko, Andriukaitiene, Pyurko, KhrystovoiInteracción y Perspectiva. R evista de Trabajo S ocial Vol. 1 5 ( 1 ) : 2 0 2 5
The overall goal of education should be to develop responsible and creative individuals
who can contribute to the common good. The visual arts are a natural way to achieve these
goals. InSEA is an important organisation that promotes art education on a global scale. Its
activities cover a wide range of areas, including support for educators, research, international
collaboration and the integration of new technologies. Through InSEA, arts education is be-
coming more accessible, more innovative and more influential in promoting social change and
cultural enrichment. InSEA (International Society for Arts Education) can develop through
a number of initiatives that will contribute to the development of arts education worldwide.
Global Arts Education Programmes InSEA can facilitate the development and implementa-
tion of global arts education programmes that will promote the integration of the arts into
educational processes in all countries (Nikitenko et al., 2024). InSEA can organise regular
international conferences where representatives from different countries can share experiences
and best practices in arts education. InSEA can develop and maintain online platforms and
resources to facilitate the exchange of knowledge and ideas in the field of arts education. The
organisation supports the introduction of the latest technologies, including AI, into curricula.
This contributes to the training of future artists who are able to use modern technologies to
create new art forms and solve social problems.
Thanks to InSEA, AI is actively used in art education, as interactive AI-based platforms can teach
students various artistic techniques, analyse their work, and provide individualised recommendations.
This contributes to more efficient and personalised learning, which can help develop new talent. Art
created in collaboration between humans and artificial intelligence opens up new perspectives for cre-
ativity. Artists can use AI as a tool to inspire, generate ideas, or complement their work. This interac-
tion creates unique works that combine human intuition and machine power. Artists use AI to draw
attention to social issues and activism. For example, interactive installations can highlight environ-
(AI painting, creativity, NFT: technology or art?)
The overall goal of education should be to develop responsible and creative individuals
who can contribute to the common good. The visual arts are a natural way to achieve these
goals. InSEA is an important organisation that promotes art education on a global scale. Its
activities cover a wide range of areas, including support for educators, research, international
collaboration and the integration of new technologies. Through InSEA, arts education is be-
coming more accessible, more innovative and more influential in promoting social change and
cultural enrichment. InSEA (International Society for Arts Education) can develop through
a number of initiatives that will contribute to the development of arts education worldwide.
Global Arts Education Programmes InSEA can facilitate the development and implementa-
tion of global arts education programmes that will promote the integration of the arts into
educational processes in all countries (Nikitenko et al., 2024). InSEA can organise regular
international conferences where representatives from different countries can share experiences
and best practices in arts education. InSEA can develop and maintain online platforms and
resources to facilitate the exchange of knowledge and ideas in the field of arts education. The
organisation supports the introduction of the latest technologies, including AI, into curricula.
This contributes to the training of future artists who are able to use modern technologies to
create new art forms and solve social problems.
Thanks to InSEA, AI is actively used in art education, as interactive AI-based platforms can teach
students various artistic techniques, analyse their work, and provide individualised recommendations.
This contributes to more efficient and personalised learning, which can help develop new talent. Art
created in collaboration between humans and artificial intelligence opens up new perspectives for cre-
ativity. Artists can use AI as a tool to inspire, generate ideas, or complement their work. This interac-
tion creates unique works that combine human intuition and machine power. Artists use AI to draw
attention to social issues and activism. For example, interactive installations can highlight environ-
(AI painting, creativity, NFT: technology or art?)
El concepto de impacto de la Inteligencia Artificial en la Educación Artística: nuevos horizontes
para la creatividad, el cambio social, la innovación y el enriquecimiento cultural 159Vol. 15(1) enero-marzo 2025/ 153 - 170
mental issues, human rights, or political conflicts, creating a strong emotional impact on the audience
and promoting social change. AI opens up space for experiments in art. Artists can try out new forms,
styles, and techniques that were previously unavailable. This contributes to the development of new
genres and trends in art that enrich the cultural landscape. The use of AI in art contributes to the de-
velopment of creative industries such as cinema, music, design, and advertising. Automation of routine
processes allows to focus on creative aspects, improving the quality and efficiency of production. AI is
contributing to the globalisation of art, allowing artists from different parts of the world to collaborate
and exchange ideas. This creates new opportunities for cultural exchange and enrichment, promoting
mutual understanding and integration of different cultures. AI can be used to create personalised art
experiences that adapt to the preferences and emotional state of the viewer. This can be used in mu-
seums, galleries, exhibitions, and virtual spaces, making art more accessible and engaging. The use of
digital technologies and AI in art can have a positive impact on the environment by reducing the need
for physical materials and transport. This contributes to a more sustainable approach to art creation
and consumption (Polishchuk et al., 2024). The “artificial intelligence gold rush” is an expression
that describes the general excitement and demand for the development and application of artificial
intelligence in the arts. Although some people still argue whether the creations can be called art and
whether they have artistic value, these works have already been appreciated. Since AI technology was
introduced to the art world, it has already had a significant impact on this world. In the shadow of
digital transformation, it will continue to have an even deeper impact. As Ahmad Elgammal, director
of the Art and Artificial Intelligence Lab at Rutgers University, said, “For the first time ever, the tool
has some creativity that might surprise you.
(AI painting, creativity, NFT: technology or art?)
para la creatividad, el cambio social, la innovación y el enriquecimiento cultural 159Vol. 15(1) enero-marzo 2025/ 153 - 170
mental issues, human rights, or political conflicts, creating a strong emotional impact on the audience
and promoting social change. AI opens up space for experiments in art. Artists can try out new forms,
styles, and techniques that were previously unavailable. This contributes to the development of new
genres and trends in art that enrich the cultural landscape. The use of AI in art contributes to the de-
velopment of creative industries such as cinema, music, design, and advertising. Automation of routine
processes allows to focus on creative aspects, improving the quality and efficiency of production. AI is
contributing to the globalisation of art, allowing artists from different parts of the world to collaborate
and exchange ideas. This creates new opportunities for cultural exchange and enrichment, promoting
mutual understanding and integration of different cultures. AI can be used to create personalised art
experiences that adapt to the preferences and emotional state of the viewer. This can be used in mu-
seums, galleries, exhibitions, and virtual spaces, making art more accessible and engaging. The use of
digital technologies and AI in art can have a positive impact on the environment by reducing the need
for physical materials and transport. This contributes to a more sustainable approach to art creation
and consumption (Polishchuk et al., 2024). The “artificial intelligence gold rush” is an expression
that describes the general excitement and demand for the development and application of artificial
intelligence in the arts. Although some people still argue whether the creations can be called art and
whether they have artistic value, these works have already been appreciated. Since AI technology was
introduced to the art world, it has already had a significant impact on this world. In the shadow of
digital transformation, it will continue to have an even deeper impact. As Ahmad Elgammal, director
of the Art and Artificial Intelligence Lab at Rutgers University, said, “For the first time ever, the tool
has some creativity that might surprise you.
(AI painting, creativity, NFT: technology or art?)
160 Nikitenko, Voronkova, Oleksenko, Andriukaitiene, Pyurko, KhrystovoiInteracción y Perspectiva. R evista de Trabajo S ocial Vol. 1 5 ( 1 ) : 2 0 2 5
Elgammal’s team created AICAN (Artificial Intelligence Creative Competitive Network)
and stated that this program has learned existing artistic styles and aesthetics, is capable of creat-
ing innovative images and can be said to be an almost autonomous artist. In 2017, AICAN works
were presented at the Art Basel exhibition, and 75% of visitors mistook them for works created
by humans.
(AI painting, creativity, NFT: technology or art?)
Later that year, one of AICAN’s works was sold at auction for almost $16,000. In 2018,
the portrait “Portrait of Edmond de Belamy” created by the French art group Obvious us-
ing the GAN algorithm was sold at Christie’s for an impressive high price of USD 432,500
(approximately RMB 2.98 million), becoming the first official painting in history created by
artificial intelligence to be put up for sale at auction. You might be wondering what this ex-
pensive piece of art created by artificial intelligence looks like, but you might be disappointed
when you see it (Chibalashvili, 2021).
Elgammal’s team created AICAN (Artificial Intelligence Creative Competitive Network)
and stated that this program has learned existing artistic styles and aesthetics, is capable of creat-
ing innovative images and can be said to be an almost autonomous artist. In 2017, AICAN works
were presented at the Art Basel exhibition, and 75% of visitors mistook them for works created
by humans.
(AI painting, creativity, NFT: technology or art?)
Later that year, one of AICAN’s works was sold at auction for almost $16,000. In 2018,
the portrait “Portrait of Edmond de Belamy” created by the French art group Obvious us-
ing the GAN algorithm was sold at Christie’s for an impressive high price of USD 432,500
(approximately RMB 2.98 million), becoming the first official painting in history created by
artificial intelligence to be put up for sale at auction. You might be wondering what this ex-
pensive piece of art created by artificial intelligence looks like, but you might be disappointed
when you see it (Chibalashvili, 2021).
El concepto de impacto de la Inteligencia Artificial en la Educación Artística: nuevos horizontes
para la creatividad, el cambio social, la innovación y el enriquecimiento cultural 161Vol. 15(1) enero-marzo 2025/ 153 - 170
Compared to many of the out-
standing works in the field of artifi-
cial intelligence today, this is not so
surprising. You could say it’s boring
and lacking in beauty, and sometimes
even looks like a program crash or
the product of a debugging process.
In 2019, Ai-Da, a humanoid robot
that combines skills such as drawing,
sculpting, writing poetry, gesturing,
blinking, and speaking, was named
“the first hyper-realistic humanoid AI
artist” (after the first female program-
mer, Ada Lovelace), and sold over $1
million worth of artwork at one of
her art exhibitions (Kapitsa, 2021).
(AI painting, creativity, NFT: technology or art?)
There is also a lot of controversy and
doubt about Ai Dee’s identity as an AI art-
ist and her work. For example, some be-
lieve that her so-called creation is actually
just following instructions from a given
code, and the art she expresses is just a per-
sonal idea of the programmer. Her person-
ality as an artist is also seen as a marketing
ploy and hype, and can only be perceived
as a performance (Voznesenska, 2015).
(AI painting, creativity, NFT: technology or art?)
para la creatividad, el cambio social, la innovación y el enriquecimiento cultural 161Vol. 15(1) enero-marzo 2025/ 153 - 170
Compared to many of the out-
standing works in the field of artifi-
cial intelligence today, this is not so
surprising. You could say it’s boring
and lacking in beauty, and sometimes
even looks like a program crash or
the product of a debugging process.
In 2019, Ai-Da, a humanoid robot
that combines skills such as drawing,
sculpting, writing poetry, gesturing,
blinking, and speaking, was named
“the first hyper-realistic humanoid AI
artist” (after the first female program-
mer, Ada Lovelace), and sold over $1
million worth of artwork at one of
her art exhibitions (Kapitsa, 2021).
(AI painting, creativity, NFT: technology or art?)
There is also a lot of controversy and
doubt about Ai Dee’s identity as an AI art-
ist and her work. For example, some be-
lieve that her so-called creation is actually
just following instructions from a given
code, and the art she expresses is just a per-
sonal idea of the programmer. Her person-
ality as an artist is also seen as a marketing
ploy and hype, and can only be perceived
as a performance (Voznesenska, 2015).
(AI painting, creativity, NFT: technology or art?)
162 Nikitenko, Voronkova, Oleksenko, Andriukaitiene, Pyurko, KhrystovoiInteracción y Perspectiva. R evista de Trabajo S ocial Vol. 1 5 ( 1 ) : 2 0 2 5
(AI painting, creativity, NFT: technology or art?)
While not everyone is an artist, everyone can create works of art with the help of AI tools.
(AI painting, creativity, NFT: technology or art?)
(AI painting, creativity, NFT: technology or art?)
While not everyone is an artist, everyone can create works of art with the help of AI tools.
(AI painting, creativity, NFT: technology or art?)
El concepto de impacto de la Inteligencia Artificial en la Educación Artística: nuevos horizontes
para la creatividad, el cambio social, la innovación y el enriquecimiento cultural 163Vol. 15(1) enero-marzo 2025/ 153 - 170
(AI painting, creativity, NFT: technology or art?)
A world invented by AI: It is clear that artworks created by artificial intelligence are having an
impact on the art market. However, the above-mentioned AI creations seem to be just research and
technology from laboratories or technology companies and may not have much meaning for many
people. The development of user-friendly tools and applications has allowed more people to experi-
ence the novelty of AI creation, making it easier than ever to create artwork (Pchelyansky et al., 2019).
In today’s world, the rapid development of technology, in particular artificial intelligence (AI),
has a significant impact on various areas of human activity, including art. The use of AI in the arts
opens up new horizons of creativity, innovation, and cultural enrichment, as well as contributes to
social change. AI offers artists many new tools and opportunities for self-expression. Thanks to ma-
chine learning algorithms, artists can create unique visual and audio works that go beyond traditional
methods. Generative art, where AI creates paintings, music, and other art forms, demonstrates how
technology can stimulate creativity and inspire new approaches to creativity.
Innovative AI technologies are changing the process of art creation. Artists are using neural
networks, deep learning algorithms, and other AI tools to create complex and detailed works. For
example, projects such as DeepArt and AI Portraits show how AI can analyse and interpret the
styles of famous artists to create new works in the same style.
AI promotes social change through art by drawing attention to important issues and prob-
lems. Interactive installations created using AI can raise public awareness of environmental prob-
para la creatividad, el cambio social, la innovación y el enriquecimiento cultural 163Vol. 15(1) enero-marzo 2025/ 153 - 170
(AI painting, creativity, NFT: technology or art?)
A world invented by AI: It is clear that artworks created by artificial intelligence are having an
impact on the art market. However, the above-mentioned AI creations seem to be just research and
technology from laboratories or technology companies and may not have much meaning for many
people. The development of user-friendly tools and applications has allowed more people to experi-
ence the novelty of AI creation, making it easier than ever to create artwork (Pchelyansky et al., 2019).
In today’s world, the rapid development of technology, in particular artificial intelligence (AI),
has a significant impact on various areas of human activity, including art. The use of AI in the arts
opens up new horizons of creativity, innovation, and cultural enrichment, as well as contributes to
social change. AI offers artists many new tools and opportunities for self-expression. Thanks to ma-
chine learning algorithms, artists can create unique visual and audio works that go beyond traditional
methods. Generative art, where AI creates paintings, music, and other art forms, demonstrates how
technology can stimulate creativity and inspire new approaches to creativity.
Innovative AI technologies are changing the process of art creation. Artists are using neural
networks, deep learning algorithms, and other AI tools to create complex and detailed works. For
example, projects such as DeepArt and AI Portraits show how AI can analyse and interpret the
styles of famous artists to create new works in the same style.
AI promotes social change through art by drawing attention to important issues and prob-
lems. Interactive installations created using AI can raise public awareness of environmental prob-
164 Nikitenko, Voronkova, Oleksenko, Andriukaitiene, Pyurko, KhrystovoiInteracción y Perspectiva. R evista de Trabajo S ocial Vol. 1 5 ( 1 ) : 2 0 2 5
lems, human rights, and other social issues. Art is becoming a tool for activism, influencing
people’s consciousness and encouraging action. AI contributes to the globalisation of art, allowing
artists from all over the world to collaborate and exchange ideas. This leads to the cross-fertilisa-
tion of cultures and the creation of new genres and trends in art. In addition, AI can help preserve
and restore cultural heritage by analysing ancient techniques and styles and restoring damaged
works (Sovgira, 2021).
However, the use of AI in art raises important ethical issues. In particular, the issue of author-
ship is being discussed: who is the real author of a work created by AI - the machine or the person
who programmed it? In addition, there are concerns about the originality and authenticity of AI-
generated works.
TABLE 1. The impact of AI on art for inspiration, idea generation and activism
№ Development area Content and characteristics
1 Education and training AI is actively used in art education. AI-powered interactive platforms
can teach students various artistic techniques, analyse their work, and
provide individualised recommendations. This contributes to more
efficient and personalised learning, which can help develop new talent.
2 Collaboration between
man and machine
Art created in collaboration between humans and artificial intelligence
opens up new perspectives for creativity. Artists can use AI as a tool to
inspire, generate ideas, or complement their work. This interaction creates
unique works that combine human intuition and machine power.
3 Impact on social change
and engagement
Artists use AI to draw attention to social issues and activism. For
example, interactive installations can highlight environmental issues,
human rights, or political conflicts, creating a strong emotional impact
on the audience and promoting social change.
4 Experimental approaches AI opens up space for experimentation in art. Artists can try out new
forms, styles, and techniques that were previously unavailable. This
contributes to the development of new genres and trends in art that
enrich the cultural landscape.
5 Development of creative
industries
The use of AI in the arts contributes to the development of creative
industries such as film, music, design, and advertising. Automation of
routine processes allows to focus on creative aspects, improving the
quality and efficiency of production.
6 Globalisation and cultural
exchange
AI is contributing to the globalisation of art by enabling artists from
different parts of the world to collaborate and exchange ideas. This creates
new opportunities for cultural exchange and enrichment, promoting
mutual understanding and integration of different cultures.
7 Personalised art experiences AI can be used to create personalised art experiences that adapt to the
viewer’s preferences and emotional state. This can be used in museums,
galleries, exhibitions, and virtual spaces, making art more accessible and
engaging.
8 Environmental aspects The use of digital technologies and AI in art can have a positive impact
on the environment by reducing the need for physical materials and
transport. This contributes to a more sustainable approach to the
creation and consumption of art.
lems, human rights, and other social issues. Art is becoming a tool for activism, influencing
people’s consciousness and encouraging action. AI contributes to the globalisation of art, allowing
artists from all over the world to collaborate and exchange ideas. This leads to the cross-fertilisa-
tion of cultures and the creation of new genres and trends in art. In addition, AI can help preserve
and restore cultural heritage by analysing ancient techniques and styles and restoring damaged
works (Sovgira, 2021).
However, the use of AI in art raises important ethical issues. In particular, the issue of author-
ship is being discussed: who is the real author of a work created by AI - the machine or the person
who programmed it? In addition, there are concerns about the originality and authenticity of AI-
generated works.
TABLE 1. The impact of AI on art for inspiration, idea generation and activism
№ Development area Content and characteristics
1 Education and training AI is actively used in art education. AI-powered interactive platforms
can teach students various artistic techniques, analyse their work, and
provide individualised recommendations. This contributes to more
efficient and personalised learning, which can help develop new talent.
2 Collaboration between
man and machine
Art created in collaboration between humans and artificial intelligence
opens up new perspectives for creativity. Artists can use AI as a tool to
inspire, generate ideas, or complement their work. This interaction creates
unique works that combine human intuition and machine power.
3 Impact on social change
and engagement
Artists use AI to draw attention to social issues and activism. For
example, interactive installations can highlight environmental issues,
human rights, or political conflicts, creating a strong emotional impact
on the audience and promoting social change.
4 Experimental approaches AI opens up space for experimentation in art. Artists can try out new
forms, styles, and techniques that were previously unavailable. This
contributes to the development of new genres and trends in art that
enrich the cultural landscape.
5 Development of creative
industries
The use of AI in the arts contributes to the development of creative
industries such as film, music, design, and advertising. Automation of
routine processes allows to focus on creative aspects, improving the
quality and efficiency of production.
6 Globalisation and cultural
exchange
AI is contributing to the globalisation of art by enabling artists from
different parts of the world to collaborate and exchange ideas. This creates
new opportunities for cultural exchange and enrichment, promoting
mutual understanding and integration of different cultures.
7 Personalised art experiences AI can be used to create personalised art experiences that adapt to the
viewer’s preferences and emotional state. This can be used in museums,
galleries, exhibitions, and virtual spaces, making art more accessible and
engaging.
8 Environmental aspects The use of digital technologies and AI in art can have a positive impact
on the environment by reducing the need for physical materials and
transport. This contributes to a more sustainable approach to the
creation and consumption of art.
El concepto de impacto de la Inteligencia Artificial en la Educación Artística: nuevos horizontes
para la creatividad, el cambio social, la innovación y el enriquecimiento cultural 165Vol. 15(1) enero-marzo 2025/ 153 - 170
Thus, the relevance of AI and Art is due to the wide range of its impact on modern society.
Artificial intelligence not only changes the way art is created and perceived, but also promotes the
development of new forms of creativity, innovation, social change, and cultural enrichment. This
makes it an important topic for research and discussion in the modern context. The topic of AI and
art is extremely relevant, as it covers technological, cultural, social, and economic aspects that affect
the development of contemporary art and society as a whole, which is based on the Concept of AI
Use (On Approval of the Concept of Artificial Intelligence Development in Ukraine, 2021).
AI’s impact on personal expression through art: new horizons of creativity and innovation
InSEA intensifies research work in the field of art education, promoting the development of
new approaches, methods and technologies in art education. InSEA initiatives can focus on sup-
porting art therapy, the use of art for social change and development, and other social initiatives
aimed at improving the quality of life through the arts.
The future of education through the lens of art is based on integrated education, technology
and virtual reality, artistic creativity as a means of self-expression and personal development, global
cultural education, art therapy and psychological well-being, art as a means of innovative thinking,
integration of art and STEM, accessibility of art education, individualised approach to teaching art,
interdisciplinarity and cooperation, creation of art and education centres, art education and ethics.
Educational programmes integrate the arts into all aspects of learning. For example, mathematics
can be learned through music, where students analyse rhythmic structures, or history through paint-
ing, where they analyse paintings as a source of historical information. Thanks to the development
of technology, students will be able to interact with art in virtual reality, creating their own artistic
masterpieces or exploring virtual museums and exhibitions. The curriculum will place an increased
emphasis on developing creativity and self-expression through art.
The main objectives of InSEA include: 1) Strengthening cooperation between art education
professionals from around the world. 2) Promoting the development of new approaches and meth-
ods in art education. 3) Promoting the arts as an important element of education and cultural de-
velopment. 4) Supporting the international exchange of programmes and projects in the field of art
education. 5) Encouraging research and innovation in the field of arts and education. InSEA regu-
larly organises conferences, seminars, working groups and publications, facilitating the exchange
of experience and information among its members. The organisation is an important forum for
communication between arts education professionals and promoting the further development of
the field throughout the world.
The main idea of InSEA is to develop creativity, self-confidence and critical thinking skills.
Educational programmes will become more global, taking into account diverse cultures and tradi-
tions through the arts. This will help create a more understanding and tolerant society. The arts will
be used as a means to relieve stress, improve emotional well-being and psychological health. Educa-
tional institutions will have more programmes and services aimed at psychological support through
the arts. Students will learn to apply the principles of art in various fields, which will contribute to
the development of innovative thinking and solving complex problems (Kryzhnia, 2024).
The integration of the arts with the fields of science, technology, engineering and mathematics
(STEM) will become even more active. Students will use artistic methods to creatively solve prob-
lems and stimulate innovation in science and technology. The development of digital technologies
para la creatividad, el cambio social, la innovación y el enriquecimiento cultural 165Vol. 15(1) enero-marzo 2025/ 153 - 170
Thus, the relevance of AI and Art is due to the wide range of its impact on modern society.
Artificial intelligence not only changes the way art is created and perceived, but also promotes the
development of new forms of creativity, innovation, social change, and cultural enrichment. This
makes it an important topic for research and discussion in the modern context. The topic of AI and
art is extremely relevant, as it covers technological, cultural, social, and economic aspects that affect
the development of contemporary art and society as a whole, which is based on the Concept of AI
Use (On Approval of the Concept of Artificial Intelligence Development in Ukraine, 2021).
AI’s impact on personal expression through art: new horizons of creativity and innovation
InSEA intensifies research work in the field of art education, promoting the development of
new approaches, methods and technologies in art education. InSEA initiatives can focus on sup-
porting art therapy, the use of art for social change and development, and other social initiatives
aimed at improving the quality of life through the arts.
The future of education through the lens of art is based on integrated education, technology
and virtual reality, artistic creativity as a means of self-expression and personal development, global
cultural education, art therapy and psychological well-being, art as a means of innovative thinking,
integration of art and STEM, accessibility of art education, individualised approach to teaching art,
interdisciplinarity and cooperation, creation of art and education centres, art education and ethics.
Educational programmes integrate the arts into all aspects of learning. For example, mathematics
can be learned through music, where students analyse rhythmic structures, or history through paint-
ing, where they analyse paintings as a source of historical information. Thanks to the development
of technology, students will be able to interact with art in virtual reality, creating their own artistic
masterpieces or exploring virtual museums and exhibitions. The curriculum will place an increased
emphasis on developing creativity and self-expression through art.
The main objectives of InSEA include: 1) Strengthening cooperation between art education
professionals from around the world. 2) Promoting the development of new approaches and meth-
ods in art education. 3) Promoting the arts as an important element of education and cultural de-
velopment. 4) Supporting the international exchange of programmes and projects in the field of art
education. 5) Encouraging research and innovation in the field of arts and education. InSEA regu-
larly organises conferences, seminars, working groups and publications, facilitating the exchange
of experience and information among its members. The organisation is an important forum for
communication between arts education professionals and promoting the further development of
the field throughout the world.
The main idea of InSEA is to develop creativity, self-confidence and critical thinking skills.
Educational programmes will become more global, taking into account diverse cultures and tradi-
tions through the arts. This will help create a more understanding and tolerant society. The arts will
be used as a means to relieve stress, improve emotional well-being and psychological health. Educa-
tional institutions will have more programmes and services aimed at psychological support through
the arts. Students will learn to apply the principles of art in various fields, which will contribute to
the development of innovative thinking and solving complex problems (Kryzhnia, 2024).
The integration of the arts with the fields of science, technology, engineering and mathematics
(STEM) will become even more active. Students will use artistic methods to creatively solve prob-
lems and stimulate innovation in science and technology. The development of digital technologies
166 Nikitenko, Voronkova, Oleksenko, Andriukaitiene, Pyurko, KhrystovoiInteracción y Perspectiva. R evista de Trabajo S ocial Vol. 1 5 ( 1 ) : 2 0 2 5
will make art education more accessible to all segments of society. Open online courses, virtual
workshops, and platforms for collaborative creative processes will help expand access to art educa-
tion around the world. With the help of artificial intelligence and adaptive technologies, educational
programmes will be more individualised. This will allow students to develop their artistic abilities in
accordance with their unique needs and interests.
Educational institutions will facilitate interdisciplinary cooperation between students of differ-
ent disciplines to create innovative art projects. This will stimulate the development of communica-
tion and collaboration skills. Specialised artistic and educational centres will appear in cities where
students will be able to study, create and share art in a favourable atmosphere. These ideas can be the
basis for the development of the concept of education through the arts in 2050, helping to create a
more flexible, creative and harmonious educational system. Alongside the development of artistic
skills, educational programmes will focus on artistic education and ethics. Students will learn not
only techniques and technologies, but also the values and moral aspects of art. These ideas are aimed
at creating a holistic and innovative art education system that will contribute to personal develop-
ment, creativity and harmony in society in 2050.
The concept of Art 2050 emphasises collaborative and project-based learning. Compared to
2020, education will emphasise collaborative and co-created integrated learning between students
and teachers. research will be embedded in the learning process to address common global complex
problems through interdisciplinary and intercultural discovery. As stated in the InSEA Manifesto
(2018): “All learners have the right to an arts education that deeply connects them to their world,
their cultural history, and creates new ways of seeing, thinking, doing and being, possibilities and
perspectives.”
Areas of AI development through art
Today, schools are not actively responding to the challenges of the Fourth Industrial Revolu-
tion (World Economic Forum, 2020). Therefore, it is necessary to transform knowledge, its cultural
interface, the knowledge system and the structure that destroys and changes knowledge, the origin
of knowledge and the origin of stories. The concept emphasises that artists, art educators and the
arts sector should work together to develop models of democratic education together with local
leaders. InSEA supports and disseminates community-based arts education and local models of edu-
cation and excellent examples that can serve as a starting point for decolonising educational practice.
The idea behind the concept is that a new understanding of tribal/community societies should be
explored through decolonised knowledge and research to rethink how knowledge and learning will
shape the future of humanity.
Future curriculum models need to be diversified and avoid divisions caused by existing colo-
nial values in order to be inclusive. It is crucial to understand the multiple voices of the world and
explore the conditions of human life, which should be learned from local traditions for the better-
ment of humanity and future learning. The vision for the future of education is a multidisciplinary
and programmatic vision that provides sufficient physical and time space for the arts in schools. In
addition, it is also important to have well-educated professional art teachers who are guided by arts-
based educational research methods and practices and who build professionalism and the unique
educational role of the arts. Professional art teachers should come from diverse socio-cultural back-
grounds, thus reflecting changes in the social fabric. Teaching and learning the visual arts should be
will make art education more accessible to all segments of society. Open online courses, virtual
workshops, and platforms for collaborative creative processes will help expand access to art educa-
tion around the world. With the help of artificial intelligence and adaptive technologies, educational
programmes will be more individualised. This will allow students to develop their artistic abilities in
accordance with their unique needs and interests.
Educational institutions will facilitate interdisciplinary cooperation between students of differ-
ent disciplines to create innovative art projects. This will stimulate the development of communica-
tion and collaboration skills. Specialised artistic and educational centres will appear in cities where
students will be able to study, create and share art in a favourable atmosphere. These ideas can be the
basis for the development of the concept of education through the arts in 2050, helping to create a
more flexible, creative and harmonious educational system. Alongside the development of artistic
skills, educational programmes will focus on artistic education and ethics. Students will learn not
only techniques and technologies, but also the values and moral aspects of art. These ideas are aimed
at creating a holistic and innovative art education system that will contribute to personal develop-
ment, creativity and harmony in society in 2050.
The concept of Art 2050 emphasises collaborative and project-based learning. Compared to
2020, education will emphasise collaborative and co-created integrated learning between students
and teachers. research will be embedded in the learning process to address common global complex
problems through interdisciplinary and intercultural discovery. As stated in the InSEA Manifesto
(2018): “All learners have the right to an arts education that deeply connects them to their world,
their cultural history, and creates new ways of seeing, thinking, doing and being, possibilities and
perspectives.”
Areas of AI development through art
Today, schools are not actively responding to the challenges of the Fourth Industrial Revolu-
tion (World Economic Forum, 2020). Therefore, it is necessary to transform knowledge, its cultural
interface, the knowledge system and the structure that destroys and changes knowledge, the origin
of knowledge and the origin of stories. The concept emphasises that artists, art educators and the
arts sector should work together to develop models of democratic education together with local
leaders. InSEA supports and disseminates community-based arts education and local models of edu-
cation and excellent examples that can serve as a starting point for decolonising educational practice.
The idea behind the concept is that a new understanding of tribal/community societies should be
explored through decolonised knowledge and research to rethink how knowledge and learning will
shape the future of humanity.
Future curriculum models need to be diversified and avoid divisions caused by existing colo-
nial values in order to be inclusive. It is crucial to understand the multiple voices of the world and
explore the conditions of human life, which should be learned from local traditions for the better-
ment of humanity and future learning. The vision for the future of education is a multidisciplinary
and programmatic vision that provides sufficient physical and time space for the arts in schools. In
addition, it is also important to have well-educated professional art teachers who are guided by arts-
based educational research methods and practices and who build professionalism and the unique
educational role of the arts. Professional art teachers should come from diverse socio-cultural back-
grounds, thus reflecting changes in the social fabric. Teaching and learning the visual arts should be
El concepto de impacto de la Inteligencia Artificial en la Educación Artística: nuevos horizontes
para la creatividad, el cambio social, la innovación y el enriquecimiento cultural 167Vol. 15(1) enero-marzo 2025/ 153 - 170
seen as a shared experience to encourage an understanding of diversity and respect for other cultures
around the world (For a 6-year-old to create a masterpiece, 2024).
Educators will innovate together to solve the problems of human life, learn to combine knowl-
edge exploration, foster empathy, imagination and inclusiveness to broaden understanding of what
it means to be ‘human’. Learning will be a collaborative experience that emphasises visual literacy,
which encourages the integration of cognitive and sensory modalities of inquiry and understanding,
design thinking, image interpretation, discerning quality and developing narratives, and will enable
students to engage in critical communication, developing the communication skills necessary for
creative thinking (Eisner, 2002). By 2050, educational programmes and curriculum models will
equip citizens with adaptable intelligence and creative verbal and non-verbal communication skills
(InSEA Manifesto, 2018).
In 2050, teachers will teach knowledge not as a single a priori and defined object, but as a pro-
cess of multiple discoveries in intercultural interfaces. There will be less teaching with the traditional
omniscient teacher and students as passive participants. We promote the active transformation of
students and oppose the model of “accumulation” education. Collaborative learning environments
will have inclusive participants, with teachers as learners, students as teachers, and community
members. Each student will develop the ability to lead, work effectively with others, and work in-
dependently. Teachers will facilitate the “construction” of knowledge by creating space for narratives
of aesthetic experience and empathy, understanding the values of people in specific social contexts
(Silverman, 2016), keen observation and care for the natural environment, and awareness of non-
judgmental perception and response.
The education space will become an innovative learning space. The InSEA concession is based
on the 2050 approach to education, which will include active and collaborative student engage-
ment, a decolonised curriculum, inclusive and diverse processes of discovery, and the development
of imagination and aesthetic perception. The design of learning environments will foster an un-
derstanding of the ‘common good’ and global action. Schools as educational centres will provide
students with easy access between communities, physical spaces on earth and digital culture.
After 2050, there will be many ways of “schooling”. Innovative learning spaces will not only
be inclusive, intercultural and creative, but will also reflect the entrepreneurial mindset of students
who design, co-design and build learning environments. The concept of the classroom will be more
like a studio, and these potentially mobile studio spaces will be filled with opportunities to explore
the world and consult on complex issues. Innovative learning spaces will enable artistic exploration
through the use of a variety of media, play objects and artefacts. It is important for learners to have
a physical structure, space and time for group learning so that the learning space is a permanent,
sustainable and open structure (All Alarmed: How AI is affecting art, film, music and literature,
2024). Students need to be provided with knowledge, experience and literacy in a variety of ways.
By 2050, it will become increasingly important to develop skills of keen observation, adaptation,
experimentation and collaboration through the arts, where education can harness critical thinking
and creative responses to local and global socio-cultural contexts (Eisner, 2002).
Throughout history, people have survived and thrived by using their imagination and creativ-
ity to face unforeseen challenges. InSEA believes that imagination must be nurtured to create an
inclusive, collaborative, resilient and sustainable world by 2050. By 2050, education, regardless of
its form, will need to respond critically and intuitively to the social, cultural, economic and envi-
para la creatividad, el cambio social, la innovación y el enriquecimiento cultural 167Vol. 15(1) enero-marzo 2025/ 153 - 170
seen as a shared experience to encourage an understanding of diversity and respect for other cultures
around the world (For a 6-year-old to create a masterpiece, 2024).
Educators will innovate together to solve the problems of human life, learn to combine knowl-
edge exploration, foster empathy, imagination and inclusiveness to broaden understanding of what
it means to be ‘human’. Learning will be a collaborative experience that emphasises visual literacy,
which encourages the integration of cognitive and sensory modalities of inquiry and understanding,
design thinking, image interpretation, discerning quality and developing narratives, and will enable
students to engage in critical communication, developing the communication skills necessary for
creative thinking (Eisner, 2002). By 2050, educational programmes and curriculum models will
equip citizens with adaptable intelligence and creative verbal and non-verbal communication skills
(InSEA Manifesto, 2018).
In 2050, teachers will teach knowledge not as a single a priori and defined object, but as a pro-
cess of multiple discoveries in intercultural interfaces. There will be less teaching with the traditional
omniscient teacher and students as passive participants. We promote the active transformation of
students and oppose the model of “accumulation” education. Collaborative learning environments
will have inclusive participants, with teachers as learners, students as teachers, and community
members. Each student will develop the ability to lead, work effectively with others, and work in-
dependently. Teachers will facilitate the “construction” of knowledge by creating space for narratives
of aesthetic experience and empathy, understanding the values of people in specific social contexts
(Silverman, 2016), keen observation and care for the natural environment, and awareness of non-
judgmental perception and response.
The education space will become an innovative learning space. The InSEA concession is based
on the 2050 approach to education, which will include active and collaborative student engage-
ment, a decolonised curriculum, inclusive and diverse processes of discovery, and the development
of imagination and aesthetic perception. The design of learning environments will foster an un-
derstanding of the ‘common good’ and global action. Schools as educational centres will provide
students with easy access between communities, physical spaces on earth and digital culture.
After 2050, there will be many ways of “schooling”. Innovative learning spaces will not only
be inclusive, intercultural and creative, but will also reflect the entrepreneurial mindset of students
who design, co-design and build learning environments. The concept of the classroom will be more
like a studio, and these potentially mobile studio spaces will be filled with opportunities to explore
the world and consult on complex issues. Innovative learning spaces will enable artistic exploration
through the use of a variety of media, play objects and artefacts. It is important for learners to have
a physical structure, space and time for group learning so that the learning space is a permanent,
sustainable and open structure (All Alarmed: How AI is affecting art, film, music and literature,
2024). Students need to be provided with knowledge, experience and literacy in a variety of ways.
By 2050, it will become increasingly important to develop skills of keen observation, adaptation,
experimentation and collaboration through the arts, where education can harness critical thinking
and creative responses to local and global socio-cultural contexts (Eisner, 2002).
Throughout history, people have survived and thrived by using their imagination and creativ-
ity to face unforeseen challenges. InSEA believes that imagination must be nurtured to create an
inclusive, collaborative, resilient and sustainable world by 2050. By 2050, education, regardless of
its form, will need to respond critically and intuitively to the social, cultural, economic and envi-
168 Nikitenko, Voronkova, Oleksenko, Andriukaitiene, Pyurko, KhrystovoiInteracción y Perspectiva. R evista de Trabajo S ocial Vol. 1 5 ( 1 ) : 2 0 2 5
ronmental challenges of our time. As we assume responsibility for living together and protecting
the planet, we need to let our imaginations run wild and allow for different perspectives. Learning
environments in 2050 will foster what philosopher Martha Nussbaum describes as the “narrative
imagination”, whereby we expand our understanding of ourselves by deeply understanding the
stories of others in the context of their lives (1998). Engaging in the visual arts is a natural way to
communicate and focus on narrative imagination, incorporating First Nations and Aboriginal sto-
ries while envisioning new spatial models for learning.
The learning environment of 2050 will reflect multigenerational and community-based learn-
ing; an integrated curriculum focused on experience, exploration, collaboration and interdisciplin-
ary approaches; reimagining the learning environment and moving beyond school structures as we
know them today; and creating a science that is symbiotic with technology, engineering and the arts.
Knowledge connects the uncertainty of the past to the future, and imagination guides global citizens
to achieve their visions with humility, wonder and perseverance, compassion and responsibility.
As the educator John Dewey said, so-called basic academic skills need to change, and educa-
tion includes “flexible goals” (1938); instead of emphasising the transfer of knowledge, it is better
to encourage the exploratory life of the process of inquiry through investigation and discovery. By
2050, learning spaces will inspire learners to build supportive and trusting relationships within
imagined possibilities and to persevere in tackling global challenges such as water insecurity, poverty,
environmental destruction, migration and injustice. When learning environments encourage the
imagination, we have opportunity, as educational philosopher Maxine Greene reminds us: “Work-
ing together to uncover what is hidden, to contextualise what is happening to us, to dialectically
structure the structures that marginalise us, can keep us alive.” The development of imagination
and aesthetic perception is the key to opening up learning spaces. The creative process begins with
exploration, experimentation, discovery, questioning and problem-solving as a way to learn. When
envisioning education in 2050, we believe that the visual arts optimise the enrichment scenarios that
a global society needs; whether it is through active participation in painting, design, digital media
or three-dimensional architecture, visual literacy enables learning for all ages and cultures. The vi-
sual arts create habits of mind that are both life-affirming and actionable, leading to a better future.
Skills such as visual exploration, problem solving, reframing problems and challenges, engaging in
research and analysis, curiosity, dealing with complex situations, critical thinking, collaboration,
and using media to broaden one’s horizons are powerful ways to address the complex socio-cultural
issues that will be at the centre of the world in 2050 (The Puchon Fantastic Film Festival presented
awards for the best film created with the help of AI).
CONCLUSION
Artificial intelligence is having a significant impact on the arts, opening up new opportunities
for creativity, innovation, and cultural enrichment. It also contributes to social change by drawing
attention to important issues through art. However, the use of AI in the arts requires careful discus-
sion of ethical issues and challenges associated with new technologies. The topic of AI and art is
relevant and important for understanding current trends in culture and technology. In order to find
viable alternatives to outdated school structures, subjects, assessments, and ability distributions, and
to move beyond automation, dogmatism, etc., we need creative thinking and creative approaches to
collaboration. The creative process embraces diversity and provides learners with a new way of meet-
ronmental challenges of our time. As we assume responsibility for living together and protecting
the planet, we need to let our imaginations run wild and allow for different perspectives. Learning
environments in 2050 will foster what philosopher Martha Nussbaum describes as the “narrative
imagination”, whereby we expand our understanding of ourselves by deeply understanding the
stories of others in the context of their lives (1998). Engaging in the visual arts is a natural way to
communicate and focus on narrative imagination, incorporating First Nations and Aboriginal sto-
ries while envisioning new spatial models for learning.
The learning environment of 2050 will reflect multigenerational and community-based learn-
ing; an integrated curriculum focused on experience, exploration, collaboration and interdisciplin-
ary approaches; reimagining the learning environment and moving beyond school structures as we
know them today; and creating a science that is symbiotic with technology, engineering and the arts.
Knowledge connects the uncertainty of the past to the future, and imagination guides global citizens
to achieve their visions with humility, wonder and perseverance, compassion and responsibility.
As the educator John Dewey said, so-called basic academic skills need to change, and educa-
tion includes “flexible goals” (1938); instead of emphasising the transfer of knowledge, it is better
to encourage the exploratory life of the process of inquiry through investigation and discovery. By
2050, learning spaces will inspire learners to build supportive and trusting relationships within
imagined possibilities and to persevere in tackling global challenges such as water insecurity, poverty,
environmental destruction, migration and injustice. When learning environments encourage the
imagination, we have opportunity, as educational philosopher Maxine Greene reminds us: “Work-
ing together to uncover what is hidden, to contextualise what is happening to us, to dialectically
structure the structures that marginalise us, can keep us alive.” The development of imagination
and aesthetic perception is the key to opening up learning spaces. The creative process begins with
exploration, experimentation, discovery, questioning and problem-solving as a way to learn. When
envisioning education in 2050, we believe that the visual arts optimise the enrichment scenarios that
a global society needs; whether it is through active participation in painting, design, digital media
or three-dimensional architecture, visual literacy enables learning for all ages and cultures. The vi-
sual arts create habits of mind that are both life-affirming and actionable, leading to a better future.
Skills such as visual exploration, problem solving, reframing problems and challenges, engaging in
research and analysis, curiosity, dealing with complex situations, critical thinking, collaboration,
and using media to broaden one’s horizons are powerful ways to address the complex socio-cultural
issues that will be at the centre of the world in 2050 (The Puchon Fantastic Film Festival presented
awards for the best film created with the help of AI).
CONCLUSION
Artificial intelligence is having a significant impact on the arts, opening up new opportunities
for creativity, innovation, and cultural enrichment. It also contributes to social change by drawing
attention to important issues through art. However, the use of AI in the arts requires careful discus-
sion of ethical issues and challenges associated with new technologies. The topic of AI and art is
relevant and important for understanding current trends in culture and technology. In order to find
viable alternatives to outdated school structures, subjects, assessments, and ability distributions, and
to move beyond automation, dogmatism, etc., we need creative thinking and creative approaches to
collaboration. The creative process embraces diversity and provides learners with a new way of meet-
El concepto de impacto de la Inteligencia Artificial en la Educación Artística: nuevos horizontes
para la creatividad, el cambio social, la innovación y el enriquecimiento cultural 169Vol. 15(1) enero-marzo 2025/ 153 - 170
ing and interacting with the world. Learning spaces allow children to combine emotional, intellec-
tual, physical and spiritual learning in the context of a global society and the natural world in which
they live together. Visual literacy liberates the mind and soul, changes how and what is taught, and
helps to re-identify the self. Furthermore, we define education as ubiquitous, flexible and innovative
systems that are inclusive and flexible enough to integrate people of different abilities without the
need for common standards of learning and assessment. With the visual arts at the centre of learn-
ing, the global community will have the opportunity to embrace inclusion and diversity, develop
innovative pedagogies, foster creativity and imagination, and redesign learning spaces to promote
integrity, the common good and the ‘real world’. The results allowed us to identify areas for the
development of AI through art for the cultural enrichment of the individual. Artificial intelligence
opens up new opportunities for creativity and innovation, which contributes to social change and
cultural development. Integrating AI into art education is an important step towards creating a new
humanistic educational paradigm.
BIBLIOGRAPHIC REFERENCES
• Andriukaitiene, R., Voronkova, V., Kyvliuk, O., Maksimenyuk, M., Sakun, A. (2017). Theo-
retical insights into the expression of leadership competences in the process of management.
Problems and Perspectives in Management, 15(1-1), 220-226.
• Bostrom, N. (2020). Superintelligence. Strategies and dangers of the development of smart
machines. Kyiv: Our format. 408 p.
• Dean, S. (2021). How we learn. Why the brain learns better than a machine... For now. Kyiv:
Laboratory. 299 с.
• Marcus de Seitua (2023). The code of creativity. How artificial intelligence learns to write,
draw, think / translated from English by K. Zhukovska and T. Turchylo. Kyiv: ArtHuss. 2023.
320.
• Kivliuk, O.P., Voronkova, V.G., Nikitenko, V.O. (2023). Integration of virtual reality and
education in the context of creativity and modern trends in digital development / Compiled by
V. Shpak. Shpak; Chairman of the Editorial Board S. Tabachnikov. Sherman Oaks, California:
GS Publishing Services. 47-63.
• Nikitenko, V., Voronkova, V., Oleksenko, R., Kovalenko, V., Silina, I., Popova, A., Sidletskyi,
S. (2024). Innovative Modes of Distance Education in the Context of 5G Digital Technologies
Implementation. TEM Journal, Vol. 13, Issue 2, 1192-1202.
• Polishchuk, O., Polishchuk, O., Dudchenko, V. (2022). Philosophy of artificial intelligence
in the educational process. Humanities studies: Collection of Scientific Papers, 13 (90), 103-109.
• Chibalashvili, A. (2021). Artificial intelligence in artistic practices. Collection of scientific papers
MODERN ART, (17), 41-50.
• Kapitsa, Y. M. (2021). Texts, music, images created by artificial intelligence: towards defining
a model of legal protection. Information and Law, 1 (36). 45-54.
• Voznesenskaya, O. L. (2015). Art therapy as a means of psychosocial recovery of the indi-
vidual. Actual problems of sociology, psychology, pedagogy, 4, 28-34.
• Pchelyansky, D. P., Voinova, S. A. (2019). Artificial intelligence: prospects and trends. Automa-
tion of technological and business processes, 11(3). 59-64.
• Sovgira, T. I. (2021). Artificial intelligence and the question of authorship and uniqueness
of artworks (Technological study of the work “The Next Rembrandt”). Culture and art in the
modern world, 22. 156-163.
para la creatividad, el cambio social, la innovación y el enriquecimiento cultural 169Vol. 15(1) enero-marzo 2025/ 153 - 170
ing and interacting with the world. Learning spaces allow children to combine emotional, intellec-
tual, physical and spiritual learning in the context of a global society and the natural world in which
they live together. Visual literacy liberates the mind and soul, changes how and what is taught, and
helps to re-identify the self. Furthermore, we define education as ubiquitous, flexible and innovative
systems that are inclusive and flexible enough to integrate people of different abilities without the
need for common standards of learning and assessment. With the visual arts at the centre of learn-
ing, the global community will have the opportunity to embrace inclusion and diversity, develop
innovative pedagogies, foster creativity and imagination, and redesign learning spaces to promote
integrity, the common good and the ‘real world’. The results allowed us to identify areas for the
development of AI through art for the cultural enrichment of the individual. Artificial intelligence
opens up new opportunities for creativity and innovation, which contributes to social change and
cultural development. Integrating AI into art education is an important step towards creating a new
humanistic educational paradigm.
BIBLIOGRAPHIC REFERENCES
• Andriukaitiene, R., Voronkova, V., Kyvliuk, O., Maksimenyuk, M., Sakun, A. (2017). Theo-
retical insights into the expression of leadership competences in the process of management.
Problems and Perspectives in Management, 15(1-1), 220-226.
• Bostrom, N. (2020). Superintelligence. Strategies and dangers of the development of smart
machines. Kyiv: Our format. 408 p.
• Dean, S. (2021). How we learn. Why the brain learns better than a machine... For now. Kyiv:
Laboratory. 299 с.
• Marcus de Seitua (2023). The code of creativity. How artificial intelligence learns to write,
draw, think / translated from English by K. Zhukovska and T. Turchylo. Kyiv: ArtHuss. 2023.
320.
• Kivliuk, O.P., Voronkova, V.G., Nikitenko, V.O. (2023). Integration of virtual reality and
education in the context of creativity and modern trends in digital development / Compiled by
V. Shpak. Shpak; Chairman of the Editorial Board S. Tabachnikov. Sherman Oaks, California:
GS Publishing Services. 47-63.
• Nikitenko, V., Voronkova, V., Oleksenko, R., Kovalenko, V., Silina, I., Popova, A., Sidletskyi,
S. (2024). Innovative Modes of Distance Education in the Context of 5G Digital Technologies
Implementation. TEM Journal, Vol. 13, Issue 2, 1192-1202.
• Polishchuk, O., Polishchuk, O., Dudchenko, V. (2022). Philosophy of artificial intelligence
in the educational process. Humanities studies: Collection of Scientific Papers, 13 (90), 103-109.
• Chibalashvili, A. (2021). Artificial intelligence in artistic practices. Collection of scientific papers
MODERN ART, (17), 41-50.
• Kapitsa, Y. M. (2021). Texts, music, images created by artificial intelligence: towards defining
a model of legal protection. Information and Law, 1 (36). 45-54.
• Voznesenskaya, O. L. (2015). Art therapy as a means of psychosocial recovery of the indi-
vidual. Actual problems of sociology, psychology, pedagogy, 4, 28-34.
• Pchelyansky, D. P., Voinova, S. A. (2019). Artificial intelligence: prospects and trends. Automa-
tion of technological and business processes, 11(3). 59-64.
• Sovgira, T. I. (2021). Artificial intelligence and the question of authorship and uniqueness
of artworks (Technological study of the work “The Next Rembrandt”). Culture and art in the
modern world, 22. 156-163.
170 Nikitenko, Voronkova, Oleksenko, Andriukaitiene, Pyurko, KhrystovoiInteracción y Perspectiva. R evista de Trabajo S ocial Vol. 1 5 ( 1 ) : 2 0 2 5
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https://zakon.rada.gov.ua/laws/show/1556-2020-%D1%80#Text
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muziku-ta-literaturu/ (accessed 09.08.2024).
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AI (https://suspilne.media/culture/786049-na-festivali-fantasticnogo-kino-u-puchoni-vrucili-
nagorodi-za-najkrasij-film-stvorenij-za-dopomogou-si/ (accessed 09.08.2024)/
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• Silverman, J. (2016). Becoming empathic storytellers: A curriculum for developing cultural
sensitivity. Cultural Sensitivity in a Global World: A Handbook for Teachers, Reston, VA: National
Art Education Association, 49-56.
• On Approval of the Concept for the Development of Artificial Intelligence in Ukraine (2021)
(As amended by the Order of the Cabinet of Ministers of Ukraine No. 1787-r of 29.12.2021)
https://zakon.rada.gov.ua/laws/show/1556-2020-%D1%80#Text
• Kryzhnia, M. (2024). Artificial intelligence in creativity and war. About opportunities, risks
and copyright. Https://suspilne.media/426576- stucnij-intelekt-u-tvorcosti-ta-na-vijni-pro-
mozlivosti-riziki-ta-avtorske-pravo/ (accessed 09.08.2024).
• “For a 6-year-old child to create a masterpiece”: A British musician calls for the active use of AI
for creativity. URL: https://suspilne.media/culture/806499-stucnij-intelekt-majbutne-muziki-
britanskij-muzikant-zaklikae-aktivno-koristuvatisa-si-dla-tvorcosti/ (accessed 09.08.2024).
• All Alarmed: How the Use of AI Affects Art, Film, Music, and Literature. URL: https://
suspilne.media/culture/645624-vsi-strivozeni-ak-vikoristanna-si-vplivae-na-mistectvo-kino-
muziku-ta-literaturu/ (accessed 09.08.2024).
• The Puchon Fantastic Film Festival presented awards for the best film created with the help of
AI (https://suspilne.media/culture/786049-na-festivali-fantasticnogo-kino-u-puchoni-vrucili-
nagorodi-za-najkrasij-film-stvorenij-za-dopomogou-si/ (accessed 09.08.2024)/
• AI painting, creativity, NFT: technology or art? URL: https://new.qq.com/rain/a/2022102
8A04GOL00 (accessed 09.08.2024).
• World Economic Forum, 2020. URL: https://www.weforum.org/events/world-economic-fo-
rum-annual-meeting-2020/ (accessed 03.08.2024).
• InSEA Manifesto (2018). URL: https://www.nsead.org/news/newsroom/insea-manifesto/
(accessed 23.07.2024).
• Eisner, E. W. (2002). The arts and the creation of mind. Language arts, 80(5), 340-344.
• Silverman, J. (2016). Becoming empathic storytellers: A curriculum for developing cultural
sensitivity. Cultural Sensitivity in a Global World: A Handbook for Teachers, Reston, VA: National
Art Education Association, 49-56.