The PULSE-ART Competency Framework

As one of the central instruments being developed within the PULSE-ART project, this Competence Framework (CF) serves as a tool that bridges theoretical understanding with practical application. It establishes clear criteria for using artistic expression and creativity as educational tools, helping individuals understand and appreciate different cultures, perspectives, and forms of expression through structured artistic activities. The framework plays an important  role by defining competency standards that will guide future project implementations, such as the development of case studies for the PULSE-ART project. 

The CF is currently being developed through a comprehensive mapping and design process by two key institutions: Ekpaideutikos Omilos Anatolia (EAA), an international educational institution responsible for the Greek case study on Visual-Teach Art, the Professional Development Programme, and the Observatory for Arts in Education within PulseArt; and the University of Malta (UM), a research-focused institution that supports national development by providing education in the arts, sciences, and humanities. In addition to developing the CF, UM also led the Maltese case study involving a game jam within the PulseArt project.

This systematic approach builds on  research data from the State of the Art and best practices on Arts in Education to foster Cultural Awareness and Expression (CAE). CAE is recognized as one of the 8 key competences for Lifelong Learning by the European Commission, it plays a vital role in building an inclusive and interconnected world. It is about appreciating the rich diversity of cultures, celebrating heritage creativity, and finding respectful and meaningful ways to express and share our stories and identities.

To better understand this framework’s development and significance, we conducted an interview with Dr. Iro Koliakou, Project Manager at EAA, and Dr. Maria Kyriakidou, Researcher at EAA, who are directly involved in the development of the Competency Framework, specifically co-leading the mapping and framework design process. Through this interview, both experts offer valuable insights into the framework’s structure and highlight why this tool is crucial for advancing arts integration in educational contexts.

We will examine the PULSE-Art Competency Framework, developed from analysis of 17 existing international frameworks that outlines practical approaches for integrating arts and cultural learning in both formal and informal educational settings.

The interview covers the framework’s ten competencies for learners and educators, specific applications ranging from ensemble performance to digital media projects, and its current development phase as stakeholders provide feedback toward the expected 2026 completion. 

Just to start, to better understand, what are the foundations underlying the competencies described in this framework? Could you tell us where this competency framework originates from and what it’s based on?

The competencies described in the framework have a very solid foundation, are based on  an exhaustive bibliographic compilation of 17 existing international and regional frameworks, primarily from European Union guidelines such as, DigCompEdu, Key Competences for Lifelong Learning but also from UNESCO, OECD, and national policies published in the last decade, from 2015 to 2025.

We selected these frameworks based on their relevance to education, arts, culture, and interdisciplinary learning. The methodology involved comparative analysis, synthesis of these sources, and identification of gaps, especially in cultural inclusivity and artistic expression. 

Additionally, stakeholder consultations through workshops and surveys were key to contextualizing the framework to the objectives of the PULSE-Art project.

The framework mentions “learners and educators” as its audience. Could you provide more specific information about the profile and learning context being referenced?

The PULSE-ART Competency Framework addresses the needs of both learners and educators through distinct yet interconnected competency areas.

For learners, the framework is notably flexible. “It’s adaptable to both formal and informal educational settings. It does not limit itself to a particular age range but discusses competencies in ways that apply to both youth and adults. Examples are drawn both from K-12 frameworks and from community-led arts projects and this indicates the framework’s scalability across age groups.”

The five pillars for learners: guide individuals through a comprehensive journey from creative exploration to critical reflection, developing capabilities for cultural understanding and artistic expression. 

Regarding educators, the perspective is equally broad. These include not only schoolteachers but also facilitators, cultural workers, and community-based educators. The competencies for educators emphasize inclusive pedagogy, cultural responsiveness, and facilitation of participatory arts practices, which go beyond conventional classroom roles.

The five dimensions for educators complement this approach: guidance for creating inclusive learning environments where cultural dialogue and creative expression flourish.

Could you give us specific examples of artistic disciplines or concrete activities that, according to the framework, are considered especially effective for developing these competencies?

The framework goes beyond theoretical concepts to offer concrete applications. The framework highlights activities such as ensemble performance, group murals, collaborative storytelling, and music composition as general references, but we also provide specific artistic disciplines and practical methods such as folklore and stage dance, music from specific cultural traditions, and digital media projects.

Case studies suggestions include scientific drawing with the visually impaired, music rooted in local traditions, and even video games as artistic exploration tools.

What is the intended use objective of this framework once it’s finalized, and why is it considered crucial for the educational community in fostering Cultural Awareness and Artistic Expression?

The finalized framework is intended to serve as a guiding structure for implementing arts-based education strategies that nurture Cultural Awareness and Expression. Key objectives include curriculum design, helping educators structure lessons that integrate arts with intercultural understanding; policy alignment, supporting national and European education policies on inclusivity, diversity, and lifelong learning; pedagogical innovation, promoting reflective, inclusive, and participatory arts practices; and empowerment, enabling learners and educators to act as cultural agents.

In practical terms, “the framework can be used for training programs, curriculum development, informal education workshops, and community art initiatives. Its implementation is envisioned as flexible and context-adaptable, especially within the PULSE-Art case studies.”

What development phase is the framework currently in and what are the planned next steps in its evolution and refinement process?

The framework is now under review and consultation, with feedback from partners and stakeholders being gathered and incorporated. The outlined timeline is suggesting the finalized version is expected around early 2026.

The next steps include consolidating partner and stakeholder feedback, refining and validating competencies, and aligning with implementation strategies that include the case studies.

Toward a Culturally Aware Society

The PULSE-Art Competency Framework represents more than just an educational tool; it embodies a vision for a more culturally aware and artistically engaged society. Through its ten carefully structured competencies, the framework creates a comprehensive ecosystem where learner competencies guide individuals through a journey from creative exploration to critical reflection, while educator competencies provide guidance for creating inclusive learning environments where cultural dialogue and creative expression flourish.

What distinguishes this framework is its adaptability across formal, non-formal, and informal learning environments, combined with its grounding in concrete applications – from traditional ensemble performances to innovative approaches like video games as artistic exploration tools. By outlining the essential knowledge, skills, and attitudes needed for effectively integrating arts in education to promote cultural understanding, the framework promises to transform not only how we approach learning and teaching but also how we build bridges of cultural understanding in our increasingly diverse communities.

In a world that desperately needs spaces for dialogue, creativity, and mutual respect, this framework offers a roadmap for educators and learners alike to become active agents of cultural change and artistic expression.