This article analyzes the didactic, methodological, and technological aspects of using foreign experience in teaching visual arts disciplines on the basis of a scholarly review. Particular attention is given to the possibilities of the electronic learning environment, the integration of digital tools and platforms into the educational process, ways of developing the methodology of problem-solving, as well as the challenges and prospects arising in this process. General trends in contemporary foreign approaches are illustrated through UNESCO and OECD materials, as well as through the examples of such platforms as Google Arts & Culture, Adobe Express, Canva, and Sketchfab. As a result of the analysis, the article substantiates that in visual arts education technology is a means, whereas the goal is to develop students’ aesthetic thinking, visual literacy, creativity, and reflective activity. Practical recommendations are developed on the basis of scaffolding, multimedia integration, collaborative teaching, and gamification. In addition, the article critically evaluates the digital divide, teacher competence, academic integrity, and infrastructural constraints.

Visual arts education, foreign experience, electronic learning environment

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