Developing Teacher Professional Identity through Arts-Based Education in the Digital Transformation Era: The Role of Higher Education Leadership

Abstract

This study investigates the development of teacher professional identity through arts-based education in the context of digital transformation, with a particular emphasis on the role of higher education leadership. A mixed-methods research design was employed, combining quantitative data from 218 participants across four Vietnamese higher education institutions with qualitative insights from 12 semi-structured interviews. Structural Equation Modeling (SEM) results indicate that arts-based education has a significant positive effect on teacher professional identity. Digital transformation was found to moderate this relationship, enhancing the impact of arts-based learning in technologically enriched environments. Additionally, higher education leadership significantly influenced both the implementation of arts-based education and the development of professional identity, while also partially mediating their relationship. Qualitative findings further revealed that arts-based practices foster reflective identity formation, digital environments provide both opportunities and constraints, and leadership acts as a key enabler of pedagogical innovation. The study proposes an integrated framework linking pedagogical, technological, and organizational factors, contributing to theoretical understanding and offering practical implications for teacher education in the digital era.