The Light and Shadow of Art Education: Explaining Challenges and Designing an Exit Model Based on the Lived Experiences of Iraqi Teachers

Abstract

The present study aimed to identify the challenges of art education in high schools in Iraq and to propose a model for overcoming these challenges based on the lived experiences of art teachers. This qualitative study was conducted using a phenomenological approach. Participants included 20 high school art teachers from various cities in Iraq, selected through purposive sampling. Inclusion criteria were: a minimum of five years of teaching experience in art, employment in the formal education system of Iraq, and voluntary willingness to participate in the interviews. The data collection instrument was in-depth semi-structured interviews, which began with general guiding questions and proceeded flexibly according to the course of conversation. Data were analyzed using a three-stage coding method (open, axial, and selective). The findings led to the identification of three main categories of challenges: (1) Planning and instructional challenges (including the absence of practical activities, inefficient content, and uninspired teaching), (2) infrastructural and equipment-related challenges (such as lack of art tools, inadequate physical spaces, and absence of modern technologies), and (3) challenges related to teachers and students (such as weak professional development, lack of motivation, and negative attitudes). Subsequently, a multidimensional model was designed to address these challenges, incorporating strategies such as curriculum revision, strengthening of artistic infrastructure, professional development for teachers, and fostering student creativity. The findings can serve as a basis for decision-making to improve art education policies at the secondary school level in Iraq.