DESIGN EDUCATION OF THE DIGITAL AGE: ADAPTATION IN THE CONTEXT OF POST-INDUSTRIAL SOCIETY DEVELOPMENT

Abstract

The digital era is radically changing the way people interact with the surrounding space, in which design is becoming not only an aesthetic or functional category, but also a key aspect that shapes the human environment. This article discusses the peculiarities of the process of adapting design education to the digital transformations of post-industrial society. The purpose of the article is to identify the main directions of digital adaptation of design education in the context of the development of post-industrial society. The research methodology is based on a comprehensive interdisciplinary approach that includes a comprehensive analysis of educational systems and digital technologies. A systematic and structural analysis of scientific sources and practices of introducing digital technologies into educational processes was carried out, which made it possible to identify key trends and identify the main problems of the digital transformation of education in the twenty-first century. The case method is used to consider practical examples of adapting educational programs to the integration of digital tools and innovative teaching methods. Results. The study found that in the context of global transformational processes, education becomes the basis for sustainable development of society, as it contributes to the formation of creative potential and develops the ability to adapt to change. In this context, design education is gaining strategic importance, becoming a kind of catalyst for technology and social values. However, the multifaceted consideration of the above issues proves that the leading task of modern design education remains the formation of a project culture of society, which involves the realization of the potential of the nation’s artistic and aesthetic activities. Therefore, the digital adaptation of design education should take into account the emergence of new conditions for the existence of the artistic subsystem, which is changing as a result of historical mobility. In accordance with the goal, the authors analyzed the theoretical basis of the study, characterized modern digital technologies that directly affect changes in educational systems, methods and approaches, identified key trends and problems of digital transformation of education in the XXI century, and identified the main directions in which design education is transforming in the digitalized post-industrial world. The scientific novelty of the results obtained is to identify the main directions of digital adaptation of design education for the further possibility of improving the efficiency of teaching and the level of training of higher education students majoring in Design. The practical relevance of this study lies in the possibility of using the results obtained in the development and improvement of educational and professional programs for the training of specialists in the specialty «Design». The identified main areas of digital adaptation, in particular the integration of digital technologies, interdisciplinary approaches and environmental practices, can be used to write methodological recommendations on how to organize and conduct classroom classes in this specialty.