Digital Technologies and artificial intelligence systems are gaining indispencible importantance for many art institutions, artists, and art theorists. Especially, simulative, virtual, interactive, experimental, and permutable aspects of those Technologies trigger new challenges in the art world to develop new the possibilities of artistic expression practices, new aesthetics and strategies of contemporary art. to integrate with emerging technologies. Today, besides the individual attempts in the feild, mostly in the United States as well as some other technologically leading countries around the World, many institutions, to adapdate their art departments, programs, and curricula with the emerging digital data-processing Technologies to full fill the futuristic aims in the academic and artistic level. Particularly, post-graduation job oppurtunities in digital production related art and design fields are increasing the demand of more art students for digital technology-based art and design education with the aim of improving their digital design skills besides their creative insights. However, those innovative approaches in art and design education may also carry some risks for the creative virtuosity of art students, if the schools disregard the conventional and basic art methods. Because, the innovative impulse and ease of those digital Technologies, that can compute all the essential design components and skills in an easy and quick way, may carry risks of educational fulfillment for students in the long run. Those smart equipments may restrain the students from exploring and exposing the ingenuity of their own artistic skills, and individual creativity, The aim of this study is to examine emerging fields, programs and their curricula in art and design education, focusing especially on digital imaging, modeling, renderig, prototyping, interacting, motion capturing, and post –production Technolgies while also reserving the importance of conventional fundumentals art training.