Strategic vectors of masters professional training in graphic design in Ukraine in the context of European integration and technological transformation

Abstract

Abstract: The purpose of the study is to identify the strategic vectors of professional training for Master’s students in graphic design in Ukraine under conditions of European integration and technological transformation, as well as to substantiate a conceptual model of Master’s education that integrates a research component, digital competencies, and value-ethical orientations of professional activity. Particular attention is focused on analyzing the compliance of the national system of designer training with the principles of the European Higher Education Area, including orientation toward academic mobility, comparability of learning outcomes, development of critical thinking, and social responsibility. Methods. The methodological basis of the study consists of systemic, comparative, and competency-based approaches. The research employs methods of regulatory and legal analysis of educational standards, content analysis of Master’s training programs, synthesis of contemporary scholarly sources, and structural-functional modeling of educational systems. The use of an interdisciplinary approach ensured the integration of pedagogical, socio-cultural, and technological dimensions of design education. Results. It has been established that contemporary Master’s training of designers is characterized by a transition from an instrumental-performative paradigm to a research-innovative model. The key development trends include digitalization of the educational environment, integration of artificial intelligence into learning processes, interdisciplinarity, strengthening of project-based learning, and the formation of a socially responsible professional identity. At the same time, a significant imbalance between technological training and the development of ethical and strategic competencies has been identified, which necessitates the modernization of educational programs. An ecosystem-based model of Master’s training has been proposed, incorporating research-cognitive, technological-innovative, strategic-managerial, and ethical-social competency blocks. Conclusions. It has been proven that the strategic direction of design education development lies in forming a designer-researcher capable of innovative activity, critical analysis of social processes, and responsible influence on the visual environment. It is substantiated that the integration of European educational principles with contemporary technological practices creates conditions for improving the quality of Master’s training and ensures the competitiveness of graduates in the global professional space.