Cultural heritage and transdisciplinary approaches in modern art education: influence on artistic perception, interpretation and development of creative thinking of students

Cultural heritage and transdisciplinary learning are increasingly recognized as important components of modern art education. However, limited empirical evidence exists regarding their influence on students' artistic perception, interpretation of cultural heritage, and creative thinking, particularly within the context of Kazakhstan's art education system. This study employed a quantitative research design involving 200 students enrolled in art and art-pedagogical educational programs. Data were collected using a structured questionnaire and analyzed through Partial Least Squares Structural Equation Modeling (PLS-SEM) in SmartPLS 4. The conceptual model examined the effects of cultural heritage integration and the transdisciplinary approach on artistic perception, interpretation of cultural heritage, and creative thinking, while cultural awareness and educational experience were tested as moderating variables. The findings revealed that cultural heritage integration was positively associated with artistic perception ( β = 0.412, p < 0.001) and interpretation of cultural heritage ( β = 0.365, p < 0.001). The transdisciplinary approach demonstrated the strongest relationship with creative thinking ( β = 0.438, p < 0.001). Interpretation of cultural heritage was also positively associated with creative thinking ( β = 0.327, p < 0.001). Cultural awareness and educational experience showed significant moderating effects, although the moderation effect of cultural awareness was relatively small. The results confirm that cultural heritage functions not only as educational content but also as a pedagogical resource supporting artistic perception, interpretation, and creative development. Transdisciplinary learning expands students' opportunities for creative reinterpretation and original artistic expression. The study highlights the importance of integrating cultural heritage and transdisciplinary approaches into contemporary art education and provides empirical evidence from Kazakhstan to support more reflective, interpretive, and creativity-oriented educational practices.