TRANSFORMING VISUAL ARTS EDUCATION FOR FUTURE DESIGNERS: A PERSONALIZED LEARNING APPROACH

Abstract

The purpose of the article is to theoretically substantiate the transformation of the educational paradigm in the field of design, based on the synergy of academic traditions and experimental creative practices in the process of training specialists capable of effective integration into the modern dynamic design services market. The research includes a review of scientific sources by domestic and foreign authors dedicated to the evolution of the design industry, the role of the designer in the organization of socio-cultural space, and the professional training of youth. The increasing role of the mental factor in modern design education stimulates the modernization of curricula, particularly the integration of innovative models into the teaching of visual arts disciplines. The article substantiates the necessity of implementing a personalized learning methodology oriented towards developing the creative strategy of a future specialist. The results of the author's pedagogical experiment on the implementation of new approaches to teaching the discipline “Drawing and Painting” are investigated. The introduction of experimental practices into the professional training of designers activates creative search and allows for the adaptation of classical visualization methods to the dynamic demands of the modern design industry. The evaluation of the effectiveness of the modernized methodology was carried out through multifactorial analysis. To establish valid feedback, knowledge control methods were applied, determining the student's readiness for professionally oriented self-realization. The obtained findings allowed for outlining the pedagogical conditions for forming students' professional competencies at the stage of practical mastery of visual literacy. The study confirms the necessity of improving and optimizing curricula for visual arts disciplines, the key aspect of which should be a structured integrated approach to synthesizing academic tasks with project technologies. The research results can be used by practicing teachers to organize an individual creative approach in student training