This paper develops a theory-driven framework to explain how studio-based pedagogy (SBP) and formative feedback (FF) influence the creativity of art students. It positions epistemic motivation (EM) as a central moderating mechanism that shapes how students respond to teaching strategies and feedback processes (UNESCO, 2024; Miron-Spektor et al., 2022). The study is grounded in the literature review and theoretical analysis presented. It adopts a non-empirical conceptual research design rather than collecting primary data. The paper synthesizes creative education theory, interdisciplinary pedagogy, and motivation theory to examine art education in China. It pays particular attention to the regional context of Sichuan Province, where studio teaching practices face challenges related to localization and industry alignment (MOE, 2023; OECD, 2023). Existing studies often examine studio pedagogy and feedback mechanisms in isolation. Many also lack sensitivity to local cultural and educational conditions. This study responds to these limitations by proposing an integrated conceptual model. The proposed model connects SBP, FF, and student creativity through the combined perspectives of self-determination theory, inquiry-based learning theory, and sociocultural learning theory. The paper further explains how epistemic motivation moderates these relationships by influencing students’ engagement, exploration, and creative risk-taking. Finally, the study discusses how this framework contributes to Sustainable Development Goal 4 by supporting inclusive, high-quality, and creativity-oriented art education (UNESCO, 2024). This paper offers a theoretical foundation for future empirical research and pedagogical reform in art and design education.