The necessity change of Visual Arts' teaching paradigm arises for several reasons; the new social conditions where the culture of the picture has prevailed; the artistic practice has changed and relied on procedures and aesthetics of popular culture; today the need for visual literacy developing is interpreted as a cultural and critical skill. The emergence of a new social paradigm, called visual culture, has been stimulated by the communication of image culture, where the identity formation and the transmission of social patterns are transferred by the image. Visual literacy is considered as one of the elementary literacy, so in these conditions, it must have its place in the curriculum. Although visual culture is an interdisciplinary field, in the world's curriculum practice is usually integrated into visual art education. Such a model will be considered in this doctoral thesis. The research is focused on the theoretical foundations of the paradigm shift, determination of the current situation, and future projections by using future methods (Trend analysis, Delphi method, Backcasting). Four hypotheses, that have been set in the research, are confirmed in theory as well as in experts' opinions collected by the Delphi method. Experts from different fields reached a consensus about 11 conclusions. They have agreed that visual culture is important for students' emotional and cognitive development so it should be integrated into visual art education. They stressed the need for interpretive approaches and teaching content change. There are divided opinions on the name of the subject because one expert, specialized in the field of elementary art education, has remained on the opinion that the subject should be renamed into Visual Culture, while the others have agreed about the name of Visual Arts and Visual Culture which is the most acceptable solution within the existing educational system for the author of the doctoral dissertation.