How art education can address post-Covid student apathy

Abstract

Since returning to in-person learning post-Covid, educators have observed a rise in student apathy, characterized by low motivation, disinterest, and fear of failure. This paper investigates how contemporary art education can address these challenges by providing therapeutic benefits and creating engaging, meaningful educational experiences. Artmaking offers a safe space for self-expression and self-regulation, while playful and discovery-based approaches promote risk-taking, metacognition, and student agency. Collaborative activities and thematic projects build community and connect learning to broader life experiences. By reframing art education to meet students’ psychological and emotional needs, we can foster their growth as learners and individuals in a post-pandemic world. Keywords: Art education, visual arts education, art, post-pandemic, post-Covid, student apathy, student motivation, student engagement, education, child development, social change, therapeutic art, self-expression, emotional regulation, play, playfulness, risk-taking, agency, discovery, metacognition, self-efficacy, collaboration, themes in art