Revolutionizing Motivation in Art and Design Education: The Role of Teacher Autonomy Support and Digital Learning Tools

Abstract

This study explores the role of teacher autonomy support and digital learning tools in improving the motivation of art and design students, filling a gap in the research on student motivation in specific disciplines. Traditional teaching models are usually centered on teacher-instruction, which does not meet the requirements of art education that is dominated by academic autonomy and centered on creativity, resulting in the same output results and weakened students’ intrinsic learning motivation. Drawing on self-determination theory and expectancy-value theory, this study gradually enhances autonomy through Socratic questioning and staged creative decision-making; integrating digital tools to promote hybrid artistic expression. The results highlight the synergy of autonomous learning structure and cultural adaptation digitization in technology mastery and innovative creation.