INTERNATIONAL EXPERIENCE IN THE PROFESSIONAL TRAINING OF FUTURE DESIGNERS: THEORETICAL DIMENSIONS AND EDUCATIONAL PRACTICES

Abstract

This article, drawing on an analysis of international experience, explores the specific features of professional training for future designers. A comparative study of design education systems in Germany, France, Italy, Finland, and the United States has made it possible to identify both commonalities and national distinctions that contribute to the effectiveness of design education across diverse sociocultural contexts. Among the key characteristics are: a strong emphasis on practice-oriented learning and close cooperation with industry; the integration of innovative educational technologies, including digital design, 3D modeling, UI/UX, and AR/VR applications; an interdisciplinary approach enabling students to combine expertise from related fields; the development of critical thinking, creativity, and teamwork skills; as well as a focus on sustainability, ethics, and social responsibility within project-based work. National variations are manifested in the structure of curricula, cultural context, teaching methods, and the nature of collaboration with the professional sector. The findings suggest that international experience in the professional preparation of designers constitutes a valuable resource for advancing the national design education system. Its critical evaluation and context-sensitive adaptation offer new opportunities for enhancing the quality of professional training for future designers in Ukraine.