The dissertation is devoted to the theoretical and experimental study of the problem of forming creative abilities of future designers through artistic and project activities in the process of studying professional disciplines.
As a result of reflection and analysis of normative educational documents and scientific sources, the importance of artistic-practical activities in the process of forming the creative abilities of future designers has been substantiated and proven. It has been confirmed that the development of creative abilities in future designers during their professional training enables them to realize their potential as highly professional individuals capable of thinking creatively, finding unconventional solutions to problems, and thus increasing work efficiency and productivity. Additionally, the formation of creative abilities in students encourages self-expression and the expression of their individuality through creating their own works of art and design objects. It fosters an active cognitive process and promotes independence.
The process of developing creative abilities also contributes to the intellectual growth of future designers, enhancing their critical thinking and defining their own communication style. It nurtures communicative skills, laying the groundwork for acquiring professional competencies and fostering the capacity for further productive creative activities.
As a result of the theoretical analysis of the problem of forming the creative abilities of future designers in the process of studying professional disciplines, we have identified priority methodological approaches: person-centered, competency-based, culturological, and activity-based approaches. These approaches are supported by didactic principles such as humanization, systematicity and consistency, individualization, linking learning to real-life contexts, and the integrative nature of the educational process.
Within the scope of the research, we have developed and presented the structure of creative abilities of future designers. This structure is a multifunctional integrated capacity of an individual, comprising various structural components: motivational-needs, cognitive, contextual, and practical components.
Based on the defined criteria (motivational-value, creative, visual-creative, evaluative-resultant) and their corresponding indicators, three levels of formation of creative abilities of future designers have been distinguished (receptive, reproductive, constructive).
The proposed model for the development of creative abilities through artistic and project activities in the process of studying professional disciplines involves the following implementation stages: theoretical and preparatory, activity and training, analytical and creative.
The stages for implementing the model of forming creative abilities through artistic-project activity in the process of studying professional disciplines are proposed, namely the theoretical-preparatory stage, activity-training stage, and analytical-creative stage.
The necessity of rethinking the content and exploring effective forms of organizing the educational process within professional training is substantiated. It emphasizes the utilization of the educational potential of artistic-project activity and the establishment of a comprehensive system of influences from the educational environment of higher education institutions on future designers to foster their creative abilities.
The experimental part of the study was conducted in accordance with the developed research program, which consisted of four stages: diagnostic, exploratory, formative, and summative.
The stages of fostering the creative abilities of future designers through artistic and project activities during the study of professional disciplines involved conducting lectures, seminars, extracurricular activities, and engaging students in scientific research. The main phase included the development and implementation of the program "Methodological Recommendations for Fostering the Creative Abilities of Future Designers through the Study of Professional Disciplines." Educational and methodological materials were tested, and students were assigned technical tasks within the scope of their design creativity.
The concluding stage (synthesizing) of implementing the developed model involved conducting ongoing and final assessments during the professional training process.
Quantitative and qualitative indicators of the formation of creative abilities of future designers during their professional training have been identified. The results of the comparative analysis demonstrated the advantages of innovative preparation in the experimental groups over the control groups. Statistical data provide evidence of the validity of the conclusions regarding the effectiveness of the formative experiment.
