Теорія та практика підготовки майбутніх графічних дизайнерів до проєктування об’єктів дизайну засобами цифрових технологій

Abstract

У дисертації обґрунтовано теоретико-методичні засади підготовки майбутніх графічних дизайнерів до проєктування об’єктів дизайну засобами цифрових технологій у ЗВО в умовах цифрової трансформації. Уточнено особливості професійної діяльності графічного дизайнера як змістового орієнтира фахової підготовки майбутніх графічних дизайнерів. Запропоновано концепцію підготовки майбутніх графічних дизайнерів до проєктування об’єктів дизайну засобами цифрових технологій та окреслено її методологічні, теоретичні, технологічні та практичні засади. Визначено структуру готовності майбутніх графічних дизайнерів до проєктування об’єктів дизайну засобами цифрових технологій, виокремлено її компоненти, критерії, показники та рівні сформованості, розроблено діагностувальний інструментарій для її оцінювання. Розроблено та обґрунтовано систему підготовки майбутніх графічних дизайнерів до проєктування об’єктів дизайну засобами цифрових технологій, виокремлено організаційно-педагогічні умови ефективного функціонування означеної системи. Експериментально перевірено ефективність розробленої структурно-функціональної моделі системи підготовки майбутніх графічних дизайнерів до проєктування об’єктів дизайну засобами цифрових технологій.

This thesis develops and scientifically substantiates a pedagogical system for training future graphic designers in Ukrainian higher education institutions to design objects using digital technologies. The research addresses the critical gap between rapid digitalization in graphic design and outdated educational approaches, responding to creative industry dynamics, labor market digitalization, expanding professional responsibilities, and increasingly complex visual communication requirements. The study synthesizes general training trends and specific guidelines in graphic design education, including content modernization aligned with professional changes, expanded professional responsibilities, strengthened practical components, and active digital technology implementation. Analysis of stakeholder needs through industry reports, vacancy analysis, and input from employers, specialists, and teachers establishes requirements for early-career graphic designers, providing a foundation for curriculum modernization. The categorical framework defines key concepts including training, professional preparation, design objects, digital technologies, and competencies. The author proposes an original interpretation of "readiness" as an integral characteristic combining digital design and technical competence, enabling designers to effectively apply digital skills throughout the complete design cycle. The theoretical-methodological foundation comprises two approach complexes: those addressing professional training content (stakeholder-based, systemic, transnational, competency-based, integrative, practice-oriented) and those specifically targeting digital design training (systemic, competency-based, frame-based, creative, personality-oriented, practice-oriented). Professional principles of graphic design activity – visualization, communication, functionality, aestheticization, emotionality, creativity – are integrated into the educational context as internal regulations for training content and technologies. The research establishes that designing objects using digital technologies constitutes the core of professional graphic design activity, requiring systematic attention to expanding design object nomenclature, evolving digital tools, and transforming visual communication formats. Ignoring these changes creates a gap between educational and professional spaces. Effective training must systematically analyze digital technology capabilities and implement them pedagogically to ensure practice-oriented learning, skill transfer, and project activities within an integrated educational environment. The author's concept encompasses systematized scientific knowledge including initial provisions, goals, objectives, principles, and methodological, theoretical, technological, and practical components. Implementation prerequisites and limitations – particularly insufficient institutional support and uneven digital resource access – are specified. Readiness components are identified (personal, cognitive-professional, activity, creative-professional, self-gnostic) with corresponding criteria (motivational-value, cognitive, operational-activity, integrative-creative, analytical-reflective), indicators, and formation levels (initial, average, sufficient, high). A diagnostic toolkit, including an original methodology assessing digital design skills, idea generation, design stages understanding, motivation, and self-regulation, enables comprehensive readiness evaluation. The proposed pedagogical system is structured as a holistic, multi-level entity with five interconnected components: target, methodological-conceptual, structural-content, technological-processual, and diagnostic-resultative. The structural-functional model of the system is designed, which contains interconnected blocks: influencing factors, target, methodological-conceptual, structural-content, technological-processual, organizational-pedagogical conditions, diagnostic, effective. The target block reflects the strategic goal and specifies the tasks of the training system. The methodological and conceptual block accumulates a set of scientific approaches to the training of future graphic designers, its principles, and conceptual provisions that ensure the methodological integrity of the specified system. The structural and content block reflects the logic of constructing the content of the training, the relationship of theoretical, practical, and design components, the integration of an adapted system of design objects, a complex of digital technologies into educational components, and the interdisciplinary nature of the training of future graphic designers. The technological and procedural block represents a set of forms of formal and informal education, methods, techniques, and means of learning with an emphasis on design activities, the use of digital platforms that reproduce the logic of the professional activity of a graphic designer. The diagnostic block ensures the measurability of the levels of formation of the specified readiness thanks to the defined criteria, indicators and levels, identifying ways to increase its level. The resulting block is represented by the predicted result of the implementation of the training system – the formed readiness of future graphic designers to design objects using digital technologies. Four organizational-pedagogical conditions support system implementation: creating an integrated educational environment with systematic modernization; coordinating educational component relationships; ensuring digital technology transfer and integration for skill development; and involving students in practice-oriented design activities during digital technology mastery. The feasibility of applying diverse organizational forms (lectures, practical classes, webinars, independent work, informal education elements), methods (frame method, projects, case study, portfolio, self-analysis), and learning tools (digital platforms, software, multimedia resources, electronic materials) for phased readiness formation is substantiated. The results of a pedagogical experiment on the implementation of the author's system of training for graphic designers, which lasted from 2019 to 2025 and covered 443 higher education students, are presented. The experiment was conducted in three stages and was aimed at testing the research hypothesis. Experimental testing of the effectiveness of the proposed system, conducted in higher education institutions, demonstrated statistically significant positive changes in the levels of readiness of future graphic designers to design objects using digital technologies, which confirmed the effectiveness of the proposed system.