Christina Avagyan

This article investigates the role of project-based learning in the process of teaching visual arts, particularly from the perspective of developing students’ creative, research, and collaborative competencies. The object of the study is the process of teaching visual arts in a general education school, while the subject of the research is the pedagogical potential of applying project-based learning within this process. The aim of the article is to substantiate that project-based learning can transform visual arts lessons into an active research-oriented and creative process, in which the learner not only acquires artistic knowledge, but also independently explores cultural, social, and aesthetic issues. The results of the experimental work conducted within the framework of the study indicate that project-based activities contribute to the analysis of information, the visual interpretation of ideas, group interaction, and the development of creative solutions. It is concluded that project-based learning enhances the effectiveness of visual arts education by fostering proactive, responsible, and independently thinking learners who are able to respond to cultural issues through art.