Options for the transformation of the design education system in the context of higher education reform

Abstract

The current stage of higher education reform in Russia, driven by global trends and internal socio-economic imperatives, poses difficult challenges for the academic community to adapt training systems for specialists, including designers. Design has evolved from an artistic activity to a tool for solving interdisciplinary problems at the intersection of technology, business and culture. Accelerated digitalization, changing technological patterns, and the growth of creative industries place new demands on design graduates that are often not reflected in existing educational standards and programs. There is a gap between conservative academic approaches focused on fundamental artistic training and the dynamic demands of the labor market. This actualizes the need for scientific substantiation of models for the modernization of design education, taking into account the transition to new federal state educational standards (FGOS), which provide universities with autonomy, but require a clear definition of competencies. The research is aimed at analyzing options for transforming the design education system to increase the competitiveness of graduates and the domestic creative economy as a whole. The methodological basis of the research is complex and interdisciplinary, combining theoretical and empirical approaches. The analysis of scientific publications, the regulatory framework (FGOS HE 3++) and a comparison of more than 40 educational programs of leading Russian and foreign universities were carried out to identify trends. The empirical part includes a sociological survey of three groups: students $(n=245)$, teachers $(n=85)$ and employers $(n=112)$ using a standardized questionnaire to assess competencies and learning formats. The data was processed using mathematical statistics methods (descriptive statistics, correlation and factor analysis). Additionally, 15 in-depth interviews with experts were conducted for qualitative analysis. The results revealed a systemic gap in priorities: employers highly rate practical skills (UX/UI, project management, teamwork) with a delta of up to 3,93 points compared to teachers who underestimate them in favor of classical art disciplines. Students demonstrate the greatest satisfaction (up to 89,2%) with formats close to real-world practice: internships, interdisciplinary projects, and working with clients. The proposed project-oriented model assumes a redistribution of study time: reduction of lectures from 38,5% to 15,5% in favor of project work (up to 54,2%). Correlation analysis showed a strong relationship (r up to 0.891) between the elements of this model (internships, group projects) and the level of employment of graduates within 6 months. The discussion of the results highlights that the transformation from a knowledge-based to an activity-based paradigm is necessary to bridge the gap and increase the demand for specialists. Challenges include partnerships with industry, staff retraining, and administrative flexibility. As a result, successful modernization requires updating standards, creating ecosystems with companies, and teacher training programs, contributing to the formation of proactive designers for an innovative economy.