Cultural Memory and National Values in Contemporary Art Education through Transdisciplinary Digital Practices

Abstract

This conceptual research examines how transdisciplinary approaches can connect cultural memory, contested interpretations of national values and digital representation in contemporary art education. Drawing on scholarship in cultural memory, art education, identity studies and curriculum design, the paper proposes a source-to-interpretation-to-digital-artefact model. Ten comparative matrices and five conceptual visualizations articulate the model’s instructional and evaluative implications. Numerical illustrations are design scenarios, not empirical observations. The contribution lies in identifying safeguards against decontextualization, tokenistic representation and uncritical technological determinism, while proposing an assessable learning sequence for art educators.