Scientific Journal of Motaleate-e Tatbighi-e Honar

The purpose of this article is a comparative study of the application of technology in the art curriculum in selected countries to provide guidelines for art education in Iran. The type of research is comparative-descriptive, and its method is descriptive-analytical, according to Beredi's four stages: description, interpretation, juxtaposition, and comparison. Research data were collected by reviewing documents and research reports published between 2022-2025. To ensure the validity of the data, the internal credibility (accuracy and authenticity of sources) and external validity of the documents (their degree of importance and relevance to the research topic) were assessed. Based on purposive sampling and criteria of publication year and relevance to the art curriculum and technology, out of 88 articles, 10 articles were ultimately selected as the main research sources. In the first part, the countries of India, the United Arab Emirates, and Cyprus were examined as examples of less successful countries in integrating technology into art education. The findings revealed that the lack of a proper understanding of technology's role, teacher resistance to technological innovations, and insufficient educational infrastructure were among the most significant obstacles to the effective application of technology in the art curriculum in these countries. In the second part, the countries of Finland, England, and Spain were selected and analyzed as successful examples. The results indicated that in Finland and England, the necessary technological tools for artistic activities are widely available to students, and teachers are also trained to use these tools. In Spain, teachers employ emerging technologies such as artificial intelligence to the extent of basic literacy and the practical ability to utilize its tools. In summary, the development and institutionalization of technology in art education requires simultaneous attention to three fundamental factors: teacher training, the development of technological infrastructure, and the reform of educational attitudes. By prioritizing these three pillars, Iran's educational system can pave the way for the effective application of technology in the art curriculum.