f Editorial

This Special Issue explores innovative pedagogical approaches in art history, addressing challenges in student engagement, interdisciplinary learning and inclusivity. Originating from the Association for Art History’s 2024 Annual Conference, it examines experiential learning, creativity in teaching and active learning strategies. Contributors reflect on how they convey the discipline’s relevance and vitality while integrating essential skills into their classrooms. Through practice-based methods, alternative assessments and real-world applications, they navigate the shift from traditional to student-centred learning. By fostering dialogue on evolving teaching methodologies, this Special Issue underscores the significance of art history education in a rapidly changing academic and technological landscape.