Phenomenological Analysis

SUBJECT & OBJECTIVES: Educational experts have examined the importance of incorporating art and aesthetics into education. They argue that despite the well-documented benefits of art in achieving educational objectives across intellectual, emotional, religious, and ethical domains, its integration into educational settings remains incomplete.  There is a need for extensive research on the effectiveness of artistic and aesthetic approaches in various educational curricula, including medical and higher education. In this regard, the present study aimed to investigate the impact of engagement with art and aesthetics on the intellectual, emotional, religious, and ethical education of artists’ lived experiences.METHOD & FINDING: The current research utilized a qualitative and phenomenological approach, focusing on diverse artists representing various art forms. The participants in this qualitative and phenomenological study were 19 artists from different fields of art in Kerman, a province of Iran, who were chosen via purposive sampling. The data were collected through semi-structured interviews and analyzed with MAXQDA software (version 2021), using Colaizzi’s seven-step method. Artists’ experiences demonstrate that engagement with art and beauty triggers significant transformations in various aspects of life, influencing habits, preferences, modes of expression, and even appearance.  The study shows that education involving art and beauty encourages reflection, thinking, understanding, and hands-on learning. CONCLUSION: Special attention should be paid to the relationship between art and beauty and its influence on formal and informal education. Moreover, the principles of aesthetics should be taken into consideration in curriculum planning and teaching, and classroom methods.

This study employed a phenomenological analysis using an interpretive approach to explore the lived experiences of disabled athletes' social media presence, focusing on meaning-making processes and subjective interpretations of their digital engagement. The research involved 15 participants and Data collection utilized semi-structured in-depth interviews lasting 45-60 minutes, conducted face-to-face or via video conferencing, with analysis following phenomenological principles that resulted in 287 semantic propositions being reduced to 96 semantic units, then 13 subordinate themes, and finally five principal themes include Identity Reconstruction in Digital Space, Confronting Discriminatory Structures, Social Relationship Dynamics, Psychological and Emotional Experiences, and Resistance and Action Strategies—demonstrating that social media serves as a complex terrain where disabled athletes simultaneously experience unprecedented opportunities for self-representation and community building while confronting persistent discrimination and developing sophisticated coping mechanisms, challenging simplistic narratives about technology as either purely liberating or oppressive for marginalized communities.