PRACTICAL SKILLS ACTUALISATION USING INTERACTIVE TECHNOLOGY 'DESIGN THINKING' IN THE PROCESS OF POSTGRADUATE STUDENTS' TRAINING IN THE FIELD OF EDUCATION/PEDAGOGY

Abstract

The article deals with the interactive technology of 'design thinking' as an effective tool for forming general and professional competences for postgraduate students majoring in 'Education/Pedagogy'. The authors analyse the five main stages of design thinking – empathy, problem definition, ideation, prototyping and testing – as a universal approach to learning aimed at developing critical thinking, creative problem solving and teamwork. Attention is paid to the practical implementation of this technology in the educational process in the course 'Foreign Language in Scientific and Pedagogical Communication' and its importance for the adaptation of postgraduate students to modern social challenges.

The purpose of the article is to substantiate the importance of interactive technologies in the context of a competence-based approach and to determine the role of design thinking in the development of postgraduate students' general and professional competences. The paper highlights the benefits of applying design thinking in higher education, particularly for training third-level students in the context of modern labour market demands.

The research methodology involves an interdisciplinary approach that combines the analysis of educational programmes, pedagogical observations, and student surveys. Theoretical methods allowed us to systematise the key components of design thinking, and empirical methods allowed us to apply this technology to the educational process and evaluate its effectiveness.

The scientific novelty of the work lies in the systematic analysis of international experience in implementing design thinking and adapting this technology to the conditions of domestic education. The study has shown that the interactive technology of 'design thinking' is an effective means of forming innovative thinking and professional skills and promotes the development of flexibility, adaptability, and creativity of postgraduate students.

Conclusions. The interactive technology of 'design thinking' in higher education allows for the comprehensive development of professional and general competences of future teachers. This methodology promotes innovative thinking, focusing on solving practical problems in the context of modern labour market requirements. Technology must stimulate a creative approach to learning and develop flexibility, teamwork, and critical analysis skills. Integrating design thinking into the educational process allows us to expand the boundaries of traditional learning by combining theoretical knowledge with practical skills. The study's findings confirm the effectiveness of this technology for training competitive specialists who can effectively implement innovations, adapt to modern challenges and carry out interdisciplinary cooperation in their professional activities.