CONTEMPORARY PRACTICES IN FASHION EDUCATION: MODELING, DESIGN, AND DIGITAL TECHNOLOGIES IN THE TRAINING OF FUTURE FASHION INDUSTRY PROFESSIONALS

Abstract

Purpose. The purpose of the article is to analyze and generalize contemporary practices in fashion education with a focus on the use of digital technologies for modeling, design, and garment construction in the training of future fashion industry professionals. The study aims to identify the role of 3D technologies in the formation of professional competence of students and their readiness for professional activity in the context of the digitalization of the fashion industry. Methodology. The methodological framework of the study is based on systemic, competence-based, and design-oriented approaches. The research employs methods of analysis and synthesis of scientific sources, comparative analysis of educational practices, generalization of pedagogical experience, as well as project-based and visual analysis methods widely used in fashion education. Results. The study demonstrates that the integration of digital technologies into fashion education and professional training – particularly 3D modeling, virtual design, and digital body typology – significantly enhances the quality of professional training of future fashion industry specialists. These contemporary practices contribute to the development of spatial thinking, creativity, interdisciplinary design skills, and the ability to adapt to current demands of the fashion market. The relevance of combining theoretical foundations of design with practice-oriented digital tools in the educational process is substantiated. Scientific novelty. The scientific novelty of the research lies in substantiating an educational model for training future fashion industry professionals based on the integration of smart technologies, 3D design tools, and current trends of the fashion industry as a holistic system for the formation of professional competence. Practical relevance. The practical significance of the results lies in the possibility of applying the findings to the modernization of educational programs, academic disciplines, and methodological support for the training of fashion industry specialists, as well as in the implementation of digital educational hubs and 3D technologies in professional fashion education.