FORMATION OF DIGITAL COMPETENCES OF ENVIRONMENTAL DESIGN STUDENTS USING COMPUTER MODELING TOOLS

Abstract

The aim of the article is to investigate the pressing issue of developing the digital competencies of future spatial environment designers amidst the continuous technological advancement of the industry. It is emphasized that the current gap between academic education and the actual situation in the labor market requires a revision of educational approaches. The primary objective of the research is to justify the integration of innovative computer modeling tools into the educational process to develop students' spatial and algorithmic thinking.
The paper defines the concept of a designer's digital competencies as an integrative ability to independently solve design tasks. An existing three-level model is outlined: progressing from a basic technical level, through an operational level, to the highest creative and innovative level.
Special attention is given to the classification of modern software, divided into key blocks that form a comprehensive educational framework. The software constituting the components of a spatial designer's digital competence is described. Specific applications cater to distinct areas: software for spatial shaping and general modeling aims to develop form-creation and parametric thinking; information modeling and standardization software fosters constructive and structural thinking in project approaches and documentation; and applications for simulating physically accurate environments and visual communication are responsible for photorealistic and immersive real-time interactive presentations.
It is noted that the effective assimilation of this extensive technological knowledge is impossible within a rigid academic structure. It requires revision and greater adaptability to the dynamic emergence of innovative technologies.
The scientific novelty of the research lies in the development of a comprehensive, multi-level matrix of digital competencies for design students, which links learning stages to software packages appropriate in complexity and task relevance. The implementation of a differentiated approach and the gamification of the educational process significantly increase students' overall engagement in independent design and the enhancement of their professional skills.