Hapon-Baida L. Formation of project competence among future specialists in creative specialities in conditions of sustainable development

Object of research: professional training of future specialists in creative specialties. The work examines the training of specialists (bachelors) whose professional activity is creative in nature and is related to the design of visual space or the creation of projects of products from textile materials with improved aesthetic properties. These include future specialists of specialities 022 Design, 023 Fine arts, decorative arts, restoration, and 015 Professional education (Design). The purpose of the study: develop, theoretically substantiate and experimentally verify the method of forming project competence in future specialists of creative specialities in conditions of sustainable development. Research methods. Pedagogical experiment – a detailed algorithm of actions, indicators and criteria was developed to check the effectiveness of the developed methodology, identify shortcomings, their further correction and confirm/refute the hypothesis. Survey methods: - determination of the main elements of the design project; - determination of predominant learning styles according to the Felder-Soloman method; - survey of students after each stage of work. For statistical processing of the received data: - statistical package IBM SPSS Statistics (version 21) (for in-depth analysis of the results of the conducted survey); - Cronbach's alpha coefficients (to check the reliability of the test); - Mann-Whitney U-test (for comparing indicators between samples). Scientific innovation: for the first time:– the main components of the project competence of a future specialist in creative specialities were determined, corresponding to three aspects of sustainable development: scientific (related to the economic aspect), creative (social), and technological (ecological); – the concept and structural-functional model of the formation of project competence among future specialists of creative specialities in conditions of sustainable development was developed; – it was proved that to form project competence, it is necessary to consider the students' preferred learning styles. The most significant influence is given by educational advantages in the active/reflective and visual/verbal dimensions. The content of the professional training of future specialists in creative specialities has been improved through the introduction of the method of forming project competence in conditions of sustainable development, which consists of the independent development of creative projects by students according to the subject of study based on five stages of design and seven elements of a design project. Practical meaning: 1) It has been introduced into the educational practice of institutions of higher education: materials for independent work of acquirers; forms for the development of the problem-target stage of the project and the technical task, as well as analysis and evaluation of the creative work of well-known designers and design objects of teammates; reflective diaries; tables of methods and means of forming elements of a design project at each stage of designing; after-hour questionnaires; exercises to develop reflection and to strengthen communication between classmates and teachers. 2) An approach aimed at determining pedagogical conditions for the synchronous formation of three components of project competence through the analysis of state standards of Ukraine, current educational professional programs and their educational components is proposed. The approach makes it possible to assess how individual institutions of higher education use the opportunities given to them within the framework of autonomy to create unique educational programs and pedagogical conditions for the uniform development of the components of professional activity.