Gil Schwartzberg explores instances of Artivistic (activist-artistic) intervention within diverse academic contexts, as observed from the perspective of facilitating art instructors. Through semi-structured interviews, she engages with these facilitators to delve into the Artivistic principles guiding them, the tactical strategies employed, and their personal reflections. The insights gleaned contribute to the analysis of Artivism as a practice and its implications for educators, students, communities, and academic institutions. This article raises questions about the pedagogic utility of social activism in art education faculties and examines whether activism through art benefits students and host communities. Through instrumental case studies, Schwartzberg focuses on the perspectives of four lecturers who instructed courses in an activist-community context. Semi-structured interviews with these lecturers reveal their artistic-activistic values, chosen modes of action, and personal reflections, aiding in the analysis of Artivistic activity and its significance. The article addresses social engagement in academic institutions for teacher training, particularly through art; examines Artivist activities within Israeli art faculties for teacher training; and presents the principles and operational methods of the Artivist “Dream Course.”