Course: Design processes & research credits: 5

1. Vision and positioning in arts education
The professional formulates, substantiates and positions a coherent vision for arts education in which artistic signature, pedagogical vision, inquiry-based practice and social engagement converge, so that meaningful and inclusive arts education experiences take shape and professional roles can be assumed in various contexts in a conscious, convincing and responsible manner.

2. Designing art education environments
The professional designs inclusive, opportunity-rich and meaningful art education learning environments by interpreting current developments and integrating thematic, artistic and pedagogical resources, utilising materials, media and sensory experiences, so that participants can engage in rich and imaginative learning processes in diverse contexts.

3. Art education practice in context and networks
The professional acts in a context-oriented and values-driven manner by analysing socio-cultural themes, acting ethically and with an awareness of context, initiating collaborations and positioning art education expertise convincingly, so that inclusive and sustainable art education practices emerge within diverse professional networks. 

4. Research-based practice in arts education
The professional conducts research within arts education contexts by identifying, analysing and investigating relevant themes using appropriate methodological and ethical approaches, and in doing so formulates and substantiates their own position, which is shared within professional communities, thereby making meaningful contributions to the current discourse on arts education.

5. Reflective professionalism
The professional reflects critically and imaginatively on their own learning process by employing consciously chosen media and methods, and links this reflection to perspectives on change and peer dialogue, thereby demonstrating a commitment to lifelong learning and professional growth.