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The aim of this study was to determine the examination of the researches about the use of technology by fine arts teachers. The study was conducted according to the content and citation analysis model. In this context, Web of Science (WOS) Core Collection indexes were included. In the document scanning in the WOS environment, the keywords 'Fine arts', 'Teachers' and 'Technology' were searched. In total, 169 documents were examined and analysed one by one. They were analysed according to year, document type, WOS content category, country, source title, organisation and citation, authors, publication language and categories. As a result of this research, the first study was conducted in 2004, while the most studies were conducted in 2016. It was concluded that the published studies had the most Proceedings papers as the document type. The area where the studies of fine arts teachers on the use of technology are mostly carried out is Education Educational Research, according to the Web of Science content category. The most researched title in the distribution according to the Source Title field is 'International Multidisciplinary Scientific Conferences on Social Sciences and Arts.' The university with the most studies is Kazan Federal University. The 19 authors who conducted the studies have a large number of studies in this field. It was concluded that other authors had only one study in the field. Again, when we look at the distribution of the countries and documents according to the language of writing, the country with the most studies is China and the language of the documents is English. The area continues to evolve.

The study focused on the development of innovative skills among future specialists in the education sector using a student-centred pedagogical approach. We employed a specialized methodology to assess the importance of innovation in the development of students' specialized skills. Additionally, we explored the impact of individualized education and transformational pedagogical practices. It was found that an individual learning approach has a positive association with the development of professional competencies. Moreover, an individualistic approach positively contributes to innovative thinking abilities. Furthermore, transformational pedagogical practices have a positive association with self-based learning. Overall, the study provides valuable insights into individualized learning education and its contribution to the development of professional competencies and innovative skills in the education sector. [ABSTRACT FROM AUTHOR]