Integrating Entrepreneurial Elements into the Visual Arts Curriculum Using Discipline-Based Art Education (DBAE) in the Context of Oman Vision 2040

Abstract

This study aims to examine the extent to which entrepreneurship elements are integrated into the objectives, activities, and concepts of the Grade 10 visual arts curriculum. The researchers identify a gap in the educational role of visual arts courses: while these curricula successfully foster aesthetic taste values, and student creativity, they often fail to leverage these outcomes to build the entrepreneurial skills needed for the labor market. To achieve the study’s obejctives, the researchers adopted a descriptive-analytical approach. The researchers developed a content analysis instrument to measure the integration of entrepreneurship across seven core dimensions: vision, innovation, decision-making, thinking, risk-taking, marketing capability, and interpersonal communication. This instrument comprised 17 sub-dimensions and 37 indicators. The results revealed that the most frequently integrated concepts were innovation, followed sequentially by vision, decision-making, communication, risk-taking, and organization. Conversely, marketing was the least frequently represented element. Based on these findings, the study recommends a sustained curriculum focus on underrepresented entrepreneurial elements, such as marketing capability, organization, and risk-taking, by leveraging the cognitive approaches of Discipline-Based Art Education (DBAE).