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Museums are classically known as institutions that bring cultural heritage to people. However, it is important to note that in recent years it competes with other recreational and educational institutions such as other museums, theaters, movie theaters, amusement parks, and public parks. Thus, the focus in defining museums has evolved from classical to focusing on the visitor nowadays as they provide more experiences to their visitors. Therefore, the new classification of museums, i.e., museums of dynamic experience (using expertise as a competitive tool) and museums of static experience (that offer natural expertise and don't improve it to make a difference, has grown. Although there are a limited number of museums that are dynamic in experiences, most museums, though not all, tend to add features of a dynamic-experienced museum to increase focus on the visitor. The practice of museum activities is one of the important pillars in the integration of knowledge in order to develop values, knowledge, and different educational applications in the educational process. Arts can provide knowledge and application at the same time. They combine mind, hand, and conscience, in addition to emotional aspects and their implications for sensory and motor growth and their applications as they are the gateway to fun and innovation. They have also been able to provide practical images and models of knowledge integration at a number of different levels, including integration of scientific concepts, integration of objectives, integration of content, integration of teaching and evaluation methods and methods and ways. This necessitates searching more for integration points than searching for divisive points between branches of knowledge. Many studies have shown that recent trends in teaching help deepen knowledge and develop different aspects of teaching and learning for quality performance, thought and knowledge. The present research has focused on self-learning strategies and skills and their role in producing integrated knowledge. In light of the modern view of the abilities that a graduate must possess in the 21st century to compete in the cosmic society, the role of art education, in general, and museum education, in particular, is highlighted. This role gives creative minds productive working habits characterized by creative thinking, critical analysis, and the core operations of the lifelong learning process, i.e., the requirements of the knowledge society. This abstract was translated by Dar AlMandumah Inc
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