Prospects for the Development of Design Thinking of Higher Education Applicants in the Culture and Art Industry in the Context of Digitalization
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
The rapid development of science, technology, and digital multimedia has made adjustments in all areas of design. Its ramifications and forms are deeply influenced by digital media, making new demands on teaching. A renewed society regulates new modes of teaching to produce applicants capable of adapting to the development of modern society and responding to the needs of the market. The article aims to present the impact of the development of modern digital media technologies on the teaching of modern fashion design at Kyiv National University of Culture and Art and to analyze the methodological problems of design thinking. The novelty of the work is the consideration of a new mode of teaching that is suitable for digital media art design from the perspective of design thinking methodology. The result of the work is the connection between the modes of design and the development of creative projects in the perspective of the model of homogeneous synthesis of the use of design thinking methodology and digitalization. The feasibility of the methodology synthesis is revealed in the results of the experiment, which involved 30 students from three faculties of Kyiv National University of Culture and Art. The groups took a combined bachelor's and master's degree course in design engineering, aimed at developing the best final project. Students combined this course with incorporating a design thinking approach. The best project was demonstrated by the group that focused the most on the use of design thinking and creativity and was guided in the design development by one of the basic components of design thinking, empathy. Taking the perspective of incorporating design thinking into the learning process can identify the next steps that can assess a future professional's life trajectory as well as address topics such as recognition, memory, and future development perspectives.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it