Modeling of Artistic and Design Processes in the Development of Intelligent Systems for Educational Purposes

Abstract

The article examines the theoretical and methodological foundations of modeling artistic and design processes in the context of developing intelligent systems for educational purposes. The purpose of the article is to provide a theoretical and methodological foundation and conceptual modeling of artistic and design processes in the creation of intelligent educational systems. This includes defining their structure, principles of integrating design, technological, and ICT solutions, as well as analyzing the interaction of aesthetic, cognitive, and digital factors in the design of an adaptive educational environment.The study employed a complex of general scientific and specialized methods – including analysis and synthesis, the systems approach, modeling, structural-functional and comparative analysis, design thinking, design, visual modeling, and expert evaluation. These methods ensured a comprehensive justification and development of a structural-functional model of artistic and design processes in the creation of intelligent educational systems.As a result of the study, a conceptual multilevel model of artistic and design processes was developed, represented as a three-level structure consisting of conceptual-methodological, design-technological, and operational-realization levels. This structure ensures systematic organization, adaptability, and efficiency in the design of educational products. It was established that the integration of aesthetic, cognitive, and digital components enhances the quality of interaction with the educational environment, optimizes cognitive processes, and facilitates the implementation of personalized learning trajectories.Theconclusions summarize that the developed multilevel model, which integrates design, technological, and ICT components based on interdisciplinarity, adaptability, and user-centeredness, ensures the effective design of intelligent educational systems. Furthermore, it improves the quality of interaction, optimizes cognitive processes and learning motivation, and outlines prospects for the development of adaptive and multimodal educational environments.