Development of Russian society puts forward new requirements for the quality of training in higher educational institutions. It is necessary for a short period of training in the higher educational institution not only to transfer to student's important professional knowledge and skills, but also to form the ability and willingness to use them creatively. This issue is especially challenging when preparing design students. Today, a promising, popular and dynamically developing profession of designer is in demand in almost all areas of life. The increased demand for individuality in the design of living space, from the planning and design of the interior or exterior to the most insignificant things, can only be satisfied by a designer who has the ability to combine, improvise and find breakthrough ideas. Therefore, there is a crucial issue of the search for teaching aids that allow students to be prepared to find the solutions of professional tasks with creative independence. The professional activity of a designer is determined by the objects and tasks, which require creative abilities, spatial visual thinking, knowledge of the graphic language for visualization of informarion. The design project is created by man and for man. This determines the importance of solving sociocultural issues, as well as taking into account the characteristics of human perception in the design process. It requires knowledge of the natural sciences, engineering and humanities, various types of arts, architecture, literature and even music. Thus, the intra-systemic and inter-systemic connections required for the implementation of designprohects, make it more intelligent and human oriented.
The aim of the study is the introduction of elements of entrepreneurial creativity into the university learning process to form a project team, which consists of students from different areas of specialization. The method of a business game is used, when students, preparing the collaborative graduation qualification work, find themselves in a modulator of real contradictory relations between the specialists of an enterprise: technologists, designers, managers and economists. The development of the project business model according to the method of A. Osterwalder recreates the professional situation of the comprehensive solution of production problems at an enterprise. The results of the study show an increase in the synergy of scientific, technological and entrepreneurial creativity of students. As a result of project education at university, students demonstrate the acquired soft skills, which ensure successful participation in the work process and high productivity; they experience the excitement and show higher results of their collaborative graduation qualification work. Graduation qualification work acquires the features of a startup and has higher characteristics for introducing goods and services in the market. The presentation of the collaborative graduation qualification work reproduces the real situation of the evaluation of innovative idea prospects, an idea development plan and a team of likeminded people. The experience of participating in the business model development after the request of partners of an entrepreneurial university increases the competitiveness of graduates in the labour market.
The rapid development of digital and communication technologies in the second decade of the XXI century has had a significant impact on all spheres of human life and accelerated the transition to a post-industrial society. Information has become as accessible as never before, moreover everyone who has a gadget with Internet access becomes an active content producer. In this article the authors analyze five major trends that have emerged in education at global and individual levels in this period. These trends significantly influence traditional methods and approaches. According to the authors, they can be an indicator of the shift to a new paradigm in education.
The article deals with the specifics of training specialists in creative professions (designers, architects) at the university and the general psychological and pedagogical conditions for the formation of specialized consciousness. The purpose and main objective of the study are to identify those conditions for the introduction of digital learning that enables to get a really stable positive result and create a basis for the effective application of electronic equipment and digital education methods. In this context, we study the psychological features of the formation of professional thinking and teaching methods of professional activity at the university level. The psychological conditions of the translation of visual and verbal information into the mental plane, the ways of transformation of students' learning activities and their formation as creative specialists are considered. The basic and special abilities in the field of color proficiency are revealed. The article examines the problematic and promising aspects of digitalization of education in the framework of design education. The ways of effective integration of digital education and traditional forms of professional training in the training of specialists in creative professions (designers, architects, artists, etc.) are determined.
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