A CASE STUDY ON VISUAL CULTURE TEACHING IN INTERNATIONAL ERASMUS PROGRAM (THE CASE OF UCC UNIVERSITY COLLEGE)

Given the need for the integration of visual culture education into art education programs and the crucial role played by communication tools in the 21st century, visual culture education needs to raise awareness based on critical inquiry and analysis. this study examines how visual culture education is conducted in the ucc (university college capital) erasmus+ program, and describes the activities undertaken in terms of content, instruction and evaluation in the visual culture course. the participant of this qualitative, single case study was an erasmus student who was a prospective teacher, and who took the visual culture course for three months at ucc in denmark as part of the erasmus education program and was selected using a criterion sampling method. the data sources were the participant’s course-related documents, visual materials, reflexive notes and semi-structured interviews. data were analyzed in-depth via content analysis, and classified under three main themes: “visual culture education and content”, “visual culture activities” and “assessment”. at the end of the study, the participant had the opportunity to experience danish culture in the places that were included in the visual culture course, and thus engage in intercultural interaction and gain a perspective on multicultural life. the participant assigned meanings to each object, event, fact and other items that they observed in their surroundings. the reflectivity used in the visual culture course, and how the course was conducted, provided the participant opportunities to experience the profession of teaching.