FEATURES OF APPLYING ARTIFICIAL INTELLIGENCE IN PRODUCT DESIGN CONCEPT DEVELOPMENT USING THE FOCAL OBJECTS METHOD

Abstract

The article analyzes international and national experiences in the use of artificial intelligence (AI) tools in education and outlines the legal and regulatory framework for their implementation. The need for developing clear rules and recommendations on the ethical applying of generative AI in academia is emphasized. Current approaches to integrating AI technologies into the educational process of design specialties are examined. The research explores contemporary trends in the application of artificial intelligence technologies in education, particularly within the Design field. The purpose of the study is to analyze the potential of artificial intelligence (AI), especially generative models, in developing a product design concept using the Method of Focal Objects (MFO). Methodology. The study employs a comprehensive approach that combines theoretical analysis of recent scientific publications, a comparative method, and experimental modeling of the ideation process using generative AI tools. The Method of Focal Objects is considered as an algorithmic basis for creating new visual and functional solutions, while AI functions as an analytical assistant in selecting, combining, and visualizing creative ideas. Results. The study revealed that the rapid development and dissemination of AI technologies, particularly generative models, significantly affect the structure, content, and methodology of the educational process. The key stages of integrating AI into the process of developing a design concept are identified: defining characteristics/ properties of auxiliary objects, selecting associative series, generating creative combinations, analyzing results, and constructing a design model. It is demonstrated that the use of AI reduces the time required for idea generation, expands the designer’s associative field, and enables the emergence of unexpected yet potentially functional solutions. A practical scheme of interaction between MFO and AI is proposed. It is concluded that the higher education system have to adapt its approaches to learning, teaching, and assessment, taking into account technological innovations and the principles of academic integrity. Scientific novelty. For the first time, the methodological interaction between the Method of Focal Objects and generative AI in product design has been substantiated. A model of the creative process is proposed, in which AI algorithms act as a catalyst for creative thinking rather than a substitute for the designer. An analogy between the cognitive principles of the Method of Focal Objects and the architecture of generative models has been identified. Practical relevance. The findings can be applied in the professional training of designers to develop creative thinking skills and effective collaboration with AI tools. The proposed approach contributes to optimizing the conceptual design process, fostering an individual creative style, and enhancing the competitiveness of design solutions in the digital era. The results can also be used to develop methodological recommendations for integrating AI tools into higher education curricula. The conclusions of the study support the improvement of teacher training for working with generative technologies and the development of educational programs aimed at fostering ethical, digital, and civic competencies among students.