From Information to Transformation: The 4A Arts-Based Pedagogy Model for Human Skills, Well-Being and Purpose in Higher Education

Higher education is being reshaped by an environment in which information is abundant and artificial intelligence can perform increasingly sophisticated cognitive tasks. This change intensifies the need to educate capacities that remain fundamentally human in their enactment: attention, perspective-taking, emotional literacy, creativity, dialogue, reflective judgment and responsible action. This conceptual integrative review proposes the 4A arts-based pedagogy model—Attention, Affect, Articulation and Action—grounded in experiential learning, transformative learning, self-determination theory and arts-based education. The model explains how an artistic encounter can move from perception to emotion, dialogic meaning-making and authentic transfer. Three enabling conditions surround the cycle: psychological safety, purposeful reflection and alignment with disciplinary outcomes. The article distinguishes arts exposure from arts-based pedagogy and argues that enjoyment is not sufficient evidence of learning. Five testable propositions and an assessment framework are offered for future empirical research. The model is relevant to leadership, teacher, health-professions and business education. Its central contribution is a pedagogical architecture for moving from information acquisition toward human transformation without positioning art as a substitute for disciplinary knowledge or artificial intelligence as an educational adversary.

arts-based pedagogy; higher education; human skills; transformative learning

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