Innovative educational practices in the professional training of designers for collaboration with other creative industries

Анотація

The aim of the article is to identify key trends in innovation in the field of design education and assess their potential for interdisciplinary collaboration in the context of the development of the creative economy. The study is aimed at identifying effective pedagogical models that contribute to the formation of future designersʼ ability to engage in joint creative activity in a multidisciplinary environment. Methods. The methodological basis of the study is the systemic, competency-based, comparative and structural-functional approaches, which provided the possibility of a holistic analysis of the theoretical and methodological foundations of professional training of designers. The methods of content analysis of scientific sources, comparative analysis of international and national educational practices, as well as generalization of the results of research by leading universities in the world (MIT, Central Saint Martins, Parsons School of Design) on the implementation of innovative forms of training in the training of designers were used. Results. The main results of the study are that the leading innovative trends in design education have been identified, including: project-team learning, design thinking, the use of digital and VR/AR technologies, interdisciplinary laboratories, gamification, and an orientation towards inclusivity and sustainability in design. Their potential for interdisciplinary collaboration has been analyzed and the specifics of implementation in the Ukrainian educational context have been outlined. The results prove that the most effective for the development of interdisciplinary competencies are the integration-interdisciplinary, project-oriented, and design thinking approaches, which contribute to the formation of specialists capable of combining technological, creative, and social aspects of design. Conclusions. The practical significance of the results obtained lies in the development of recommendations for improving the content and methodology of professional training of designers. The integration of interdisciplinary modules and cross-disciplinary projects into curricula, the development of creative laboratories, the introduction of digital tools, and the active involvement of industry representatives in the educational process are proposed. The implementation of these recommendations will contribute to increasing the level of readiness of graduates for joint creative activity in the conditions of the creative economy and strengthening the connection between education, business, and cultural sectors.