Actual problems of teaching design

Abstract

In an environment of dynamic change, the goals and content of design education require continuous revision. This is influenced by a large number of market factors. The purpose of the article is to analyze the actual problems of teaching design engineering. The reliability of the results of the study is ensured by a theoretical analysis of the scientific literature. It has been established that the main goal of the designer's training is the formation of thinking that allows one to go beyond the boundaries of the designed object and understand its practical usefulness. The solution to this problem requires the coordination of market priorities with the goals of Russian education. It is concluded that in modern conditions, the priority of training designers is given to the study of digital technologies and the formation of business competencies. The purpose of the article is to analyze the actual problems of teaching design engineering. The reliability of the results of the study is ensured by a theoretical analysis of the scientific literature. So, for example, N.A. Koveshnikova believes that in modern conditions, when training designers, one should focus more not on practical skills as the leading goal of training, but on the formation of design thinking that allows you to go beyond the boundaries of material production, to another level that allows you to correlate its boundaries with the market. Hence, the system of requirements for the professional qualities of the future designer is changing.