Understanding Creative Arts Students' Views on NFTs: A Study Through Maurice Merleau-Ponty's Theoretical Framework

• Published in: 2024 International Conference on Innovation and Intelligence for Informatics, Computing, and Technologies, 3ICT 2024
• Main Author: Muhammad Fauzi N.H.F.; Kamaruzaman M.F.; Hamidon N.A.
• Format: Conference paper
• Language: English
• Published: Institute of Electrical and Electronics Engineers Inc. 2024
• Online Access: https://www.scopus.com/inward/record.uri?eid=2-s2.0-85217391080&doi=10.1109%2f3ICT64318.2024.10824253&partnerID=40&md5=bf14985c2afe37c311e5a9afe0be8258

Blockchain technology and Non-Fungible Tokens (NFTs) are revolutionizing the creative arts with their decentralized and secure systems. NFTs, traded on decentralized blockchains, have reshaped the industry in alignment with Industry 4.0. Despite research exploring NFT perspectives among Gen Z, digital artists, and engineers, their impact on creative arts education remains underexplored. Aligned with Sustainable Development Goal 4 (SDG 4) for inclusive education and lifelong learning, this framework aims to address this gap. By investigating why art students are increasingly integrating NFTs into their creative processes, our study aims to enhance educational outcomes and career opportunities in the arts industry. We seek to uncover how NFTs can foster innovation and inclusivity in creative education, providing practical insights for educators and policymakers to leverage digital advancements for the benefit of students and the broader creative community. Maurice Merleau-Ponty’s theory of Phenomenology of Perception acts as the theoretical framework for understanding how creative art students perceive NFT technology. ©2024 IEEE.