Post-pandemic business and digital transition strategies in English-speaking art academies

Abstract

This dissertation investigates the extent to which privately-owned, English-speaking art academies in Europe and the United States adopted digital tools during and after the COVID-19 pandemic. The study explores two main research questions: To what degree have these art academies transitioned to digital solutions, and what are preventing them from fully embracing digital transformation. The findings reveal a partial and pragmatic digital shift, driven by the pandemic and characterized by the adoption of social media and video conferencing tools. However, deeper instructional digitization remains limited, and cost of implementation emerges as the primary factor influencing digital decision-making. The study highlights the need for institutional support and strategic planning to overcome the barriers hindering digital transformation in the art education sector.