FORMATION OF DESIGN AND CREATIVE COMPETENCIES THROUGH FUTURODESIGN PRACTICE

Abstract

This article explores a methodology for developing project-creative competencies in preservice teachers under the conditions of educational digitalization. The relevance of the study lies in the urgent need to prepare future teachers capable of critical thinking, addressing open-ended problems, and designing future educational environments. A theoretical review of national and international sources (Zimnyaya, 2006; Khutorskoy, 2010; Robinson, 2011; Inayatullah, 2015) demonstrated that futures design and scenario-based modeling foster predictive skills, creativity, and metacognitive reflection.

The empirical part of the research was conducted with a sample of art-pedagogical students of the Faculty of Arts at Akdeniz University (n = 84). The research tools included collaborative design, visualization of educational futures through infographics, collages, digital simulations, and 3D modeling. The study comprised both diagnostic and formative stages, with evaluation criteria covering predictive competence, creative initiative, and independence.

Statistical analysis (Student’s t-test, Kendall’s W coefficient) confirmed significant improvements in students’ project-creative competencies, particularly forecasting ability, originality, and reflective capacity. The novelty of the study lies in adapting the concept of futures design to the context of art-pedagogical education in Kazakhstan. The practical significance is reflected in the potential integration of this methodology into teacher education curricula, enhancing professional training and preparing students for work in a rapidly changing educational environment.