Cultivating museum professionals: Rethinking talent development through teaching practice
Using action research methodology, the study analyzes an undergraduate course grounded in double-loop learning and scaffolding theory, in which generative artificial intelligence (generative AI) was introduced as a learning partner rather than a substitute for curatorial expertise. Centered on the t...
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| Format: | Article ou chapitre numérique |
| Język: | Anglais |
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ICOFOM Study Series
2026
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| Dostęp online: | Accès Université d'Orléans et IFPM Accès Université d'Orléans et IFPM |
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openedition-oai:revues.org:iss_7697 |
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openedition-oai:revues.org:iss_7697 https://doi.org/10.4000/16nvd en https://journals.openedition.org/iss/7697 2026-08-12T02:00:00Z info:eu-repo/semantics/openAccess article info:eu-repo/semantics/article urn:handle:20.500.13089/16nvd https://creativecommons.org/licenses/by/4.0/ Cultivating museum professionals: Rethinking talent development through teaching practice ICOFOM Study Series ICOM - International Council of Museums info:eu-repo/semantics/reference/issn/2306-4161 info:eu-repo/semantics/reference/issn/2309-1290 URI:https://journals.openedition.org/iss Wang, Ya-Hsuan museum education curatorial practice action research double-loop learning scaffolding generative AI éducation muséale pratique curatoriale recherche-action apprentissage en double boucle étayage IA générative Using action research methodology, the study analyzes an undergraduate course grounded in double-loop learning and scaffolding theory, in which generative artificial intelligence (generative AI) was introduced as a learning partner rather than a substitute for curatorial expertise. Centered on the theme of local food and cultural memory, students engaged in staged activities combining AI-supported exploration, collaborative writing, and scenario-based reflection. Findings suggest that this approach supported students’ understanding of curatorial logic, narrative coherence, and the situated nature of museum work, while fostering critical engagement with AI-generated content. The study offers a context-specific example while pointing to broader questions about whether museum education is keeping pace with the technological environments its graduates will enter. Dans l’enseignement universitaire lié aux musées, les étudiants éprouvent souvent des difficultés à relier les connaissances théoriques à la pratique curatoriale, particulièrement dans les programmes interdisciplinaires taïwanais. Cette étude examine comment une conception pédagogique intentionnelle peut contribuer à combler cet écart grâce à une approche orientée vers la pratique. À partir d’une méthodologie de recherche-action, l’étude analyse un cours fondé sur le double-loop learning et la théorie de l’étayage, dans lequel l’intelligence artificielle générative (l’IA générative) agissait comme partenaire d’apprentissage plutôt que comme substitut à l’expertise curatoriale. À travers des activités portant sur l’alimentation locale et la mémoire culturelle, les étudiants ont participé à une exploration assistée par l’IA, à une rédaction collaborative et à une réflexion fondée sur des scénarios. Les résultats suggèrent que cette approche a renforcé la compréhension de la logique curatoriale, de la cohérence narrative et de l’évaluation critique des contenus générés par l’IA. urn:doi:10.4000/16nvd |
| collection |
OpenEdition Journal |
| language |
Anglais |
| format |
Article ou chapitre numérique |
| building |
0/Bibliothèque numérique/ 1/Bibliothèque numérique/OpenEdition Journals/ |
| topic |
museum education curatorial practice action research double-loop learning scaffolding generative AI éducation muséale pratique curatoriale recherche-action apprentissage en double boucle étayage IA générative |
| spellingShingle |
museum education curatorial practice action research double-loop learning scaffolding generative AI éducation muséale pratique curatoriale recherche-action apprentissage en double boucle étayage IA générative Wang, Ya-Hsuan Cultivating museum professionals: Rethinking talent development through teaching practice |
| description |
Using action research methodology, the study analyzes an undergraduate course grounded in double-loop learning and scaffolding theory, in which generative artificial intelligence (generative AI) was introduced as a learning partner rather than a substitute for curatorial expertise. Centered on the theme of local food and cultural memory, students engaged in staged activities combining AI-supported exploration, collaborative writing, and scenario-based reflection. Findings suggest that this approach supported students’ understanding of curatorial logic, narrative coherence, and the situated nature of museum work, while fostering critical engagement with AI-generated content. The study offers a context-specific example while pointing to broader questions about whether museum education is keeping pace with the technological environments its graduates will enter. |
| author |
Wang, Ya-Hsuan |
| author_facet |
Wang, Ya-Hsuan |
| author_sort |
Wang, Ya-Hsuan |
| title |
Cultivating museum professionals: Rethinking talent development through teaching practice |
| title_short |
Cultivating museum professionals: Rethinking talent development through teaching practice |
| title_full |
Cultivating museum professionals: Rethinking talent development through teaching practice |
| title_fullStr |
Cultivating museum professionals: Rethinking talent development through teaching practice |
| title_full_unstemmed |
Cultivating museum professionals: Rethinking talent development through teaching practice |
| title_sort |
cultivating museum professionals: rethinking talent development through teaching practice |
| publisher |
ICOFOM Study Series |
| publishDate |
2026 |
| container_title |
URI:https://journals.openedition.org/iss |
| url |
https://ezproxy.univ-orleans.fr/login?url=https://doi.org/10.4000/16nvd https://ezproxy.univ-orleans.fr/login?url=https://journals.openedition.org/iss/7697 |
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