FORMATION OF DESIGN COMPETENCE IN TECHNOLOGY EDUCATION WITHIN THE COMPETENCY-BASED PARADIGM

Анотація

The article addresses the issue of forming design competence of students within the framework of modern technological education. The relevance of the study is the transformation of the educational paradigm towards a competence-based approach, which emphasizes not only knowledge acquisition but also the development of practical skills, creativity, and the ability to apply knowledge in real-life situations. In this context, special attention is paid to the role of technology lessons as an effective environment for the development of students’ creative potential and project thinking.

The purpose of the article is to substantiate theoretical foundations and identify effective methods and pedagogical conditions for the formation of design competence in students. Design competence is considered as an integrative personal characteristic that combines creative, technological, analytical, and project-oriented skills necessary for the development of functional and aesthetically valuable products.

The study highlights that project-based learning plays a key role in the formation of design competence. It enables students to go through all stages of product creation, from idea generation to implementation and presentation. Particular attention is given to such methods as morphological analysis, functional-cost design, stylistic adaptation, and project modeling, which ensure the integration of theoretical knowledge with practical activity.

The article also emphasizes the importance of developing soft skills, including creativity, critical thinking, decision-making, planning, and presentation skills, which are essential for successful professional realization in modern society. It is noted that the formation of design competence contributes to students’ professional self-determination, increases their motivation for learning, and prepares them for the demands of the labor market.

Furthermore, the role of the teacher is defined as crucial in creating a supportive educational environment, selecting appropriate teaching methods, and guiding students through the process of creative project activity. The necessity of combining theoretical knowledge with practical tasks and using modern digital tools is also substantiated.

The findings confirm that the formation of design competence is a complex and multifaceted process that requires systematic implementation of innovative teaching methods and integration of interdisciplinary knowledge.

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