• Abstract

    The purpose of the study is to analyze the possibilities of using interactive technologies in the process of teaching students majoring in design and gaining the necessary level of aesthetic consciousness. To realize the purpose of the article, the methods of analysis with the use of statistical software, content analysis, survey, triangulation method were used. The results are based on the empirical data of the survey. The survey involved 250 people and was conducted in accordance with the principles of safety, anonymity, gender equality, and objectivity. The most popular integrative technologies used to train design professionals are project, game, information and communication, and case technologies. They contribute to the development of creative skills and creative thinking among students. However, given the growing importance of digital competence, it is also necessary to use information and communication technologies. The professional competence of future designers should include digital literacy and information competence, which will contribute to the development of their professional skills and aesthetic ideas. It is indicated that the most important aspect of the development of professional competence is the formation of their aesthetic culture, which is a key element of creative activity. The scientific novelty of the study is to analyze the factor of psychological consciousness through the prism of acquiring the necessary knowledge and skills in the field of design through the use of information and communication technologies. The conclusions show that interactivity also contributes to the development of communication skills and the formation of a collective aesthetic consciousness.

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Kostiuk , O., Prodan, I., Krutko, O., Savitska , O., & Saibekov, M. (2024). Research on the use of interactive technologies in the process of teaching design and their role in the formation of aesthetic consciousness of future designers in the process of professional training. Multidisciplinary Reviews, 6, 2023spe019. https://doi.org/10.31893/multirev.2023spe019
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