DOI: 10.38007/978-1-80053-606-7

Under the sweeping wave of digitalization, art education is undergoing unprecedented changes. The traditional art teaching model, centered on teachers and dominated by technique imparting, is gradually unable to meet the diverse needs of contemporary learners. With the rapid development of technologies such as artificial intelligence, virtual reality (VR), augmented reality (AR), and big data, art education is no longer limited to studios, piano rooms, or stages, but has expanded to online platforms, virtual spaces, and interactive learning environments. This transformation not only brings about innovation in teaching methods, but also presents new challenges and opportunities for learners' psychological state, creativity stimulation, and self-efficacy.

Art education is not only the cultivation of skills, but also an important pathway for emotional expression, thinking expansion, and psychological growth. However, in the digital environment, learners' psychological experiences have become more complex. On the one hand, digital technology provides the possibility of personalized learning, instant feedback, and immersive experiences, making artistic creation and appreciation more free and open; On the other hand, issues such as information overload, social isolation, and technological dependence may also have a negative impact on learners' mental health. Therefore, how to achieve psychological empowerment through art education in the digital age, help learners build confidence, stimulate creativity, and enhance resilience, has become an urgent topic for educational researchers and practitioners to explore.

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