This study examines how feminist perspectives are integrated into art education through teaching practices. Employing a narrative review methodology, this study incorporated systematic elements, including database selection, predefined search criteria, and a multi-stage screening process, to ensure transparency and rigor. A total of 729 records were initially identified from Scopus and Web of Science, of which 20 studies were selected for the final analysis. The findings identified five interrelated pedagogical approaches: critical intersectional pedagogy, identity-based learning, participatory pedagogy, arts-based pedagogy, and transformative pedagogy. These approaches demonstrate how feminist theory is translated into classroom practices, curriculum design, and learning processes. The findings further reveal that, despite the widespread discussion of feminist concepts, their implementation in teaching practices remains uneven, highlighting the gap between theoretical development and pedagogical application. By providing a structured yet flexible analytical framework, this review contributes to the understanding of feminist pedagogy in arts education. From a practical perspective, the findings offer insights for educators in designing learning environments that foster more inclusive and critically engaged participation. However, the effectiveness of such practices is contingent upon contextual factors, including institutional support and teacher preparedness. Overall, this study underscores the need for more practice-oriented and evidence-based research to advance the application of feminist pedagogy across diverse educational contexts.
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