Formation of multicultural creative competence of future specialists in fine arts in an internationalized educational environment: theoretical foundations and experimental verification

Abstract

The article addresses the formation of multicultural creative competence among future fine arts specialists within the internationalized educational environment of universities. The research is driven by globalization, growing intercultural interaction, digital transformation of artistic spaces, and increasing demand for professionals capable of creative self-realization in a multicultural, internationally integrated art world. The study demonstrates that multicultural creative competence is an integrative personal and professional quality. In an internationalized university environment, this competence becomes essential, as it connects directly with academic mobility, participation in international projects, communication with multicultural audiences, and use of global artistic resources. The study presents the results of the pedagogical experiment conducted with 201 master’s students in specialty 023 “Fine Arts, Decorative Arts, Restoration” from three Ukrainian universities. The research design included ascertaining and formative stages. Diagnostic procedures included questionnaires, analysis of creative works, observation of participation in international artistic activities, and statistical verification using Pearson’s chi-squared criterion. The ascertaining stage revealed insufficient baseline levels of multicultural creative competence in both groups. After implementing pedagogical conditions during the formative stage – including motivation development, integration of multicultural content into educational disciplines, and purposeful use of the internationalized environment – positive dynamics emerged. Statistical analysis confirmed significant changes, particularly in cultural and communicative dimensions, and demonstrated higher effectiveness of the introduced pedagogical measures in the experimental group. Further research should focus on developing comprehensive pedagogical systems, implementing longitudinal monitoring, testing innovative technologies, and creating methodological frameworks for consistent formation of all components of multicultural creative competence.