Theoretical and Methodological Foundations for Developing Students’ Project-Based Creative Potential in the Prospective Design and Technology Section of the Junior Academy of Sciences of Ukraine
DOI:
https://doi.org/10.63437/3083-6425-2026-2(101)-14Keywords:
giftedness, design giftedness, Dasein, pedagogical design, students, Junior Academy of Sciences of Ukraine, project-based creative activity, design thinkingAbstract
The article substantiates a philosophical and pedagogical understanding of design giftedness as a manifestation of students’ project-based creative potential in the educational environment of the Junior Academy of Sciences of Ukraine. Giftedness is interpreted as an integrative personal quality that becomes visible in research, project-based, aesthetic, technological and reflective activity. The study focuses on design giftedness as a type of special giftedness associated with form-making, design thinking, cultural interpretation, the ability to generate and justify design ideas, and the capacity to embody these ideas in meaningful products. The conceptual logic “from meanings to action” is used to explain how students move from value-based interpretation of the world to project-based creative action. The article clarifies the concepts of feature, criterion, indicator and measure in the empirical study of design giftedness. A system of criteria is proposed: motivational-value, cognitive-projective, creative-imaginative, aesthetic-compositional, technological-operational and reflective-presentational. Each criterion is connected with observable indicators and possible diagnostic tools, including open-ended creative tasks, project exercises, sketching, portfolio analysis, pedagogical observation, self-assessment, expert evaluation cards and mini-project presentations. The article also considers the notion of creative confidence as a new quality that design giftedness may acquire under favourable pedagogical conditions. The experience of the International Baccalaureate programmes, particularly the Middle Years Programme and the Diploma Programme, is used to demonstrate the educational value of design literacy, critical thinking, interdisciplinary inquiry and project-based learning. It is argued that the Junior Academy of Sciences of Ukraine provides a productive environment for the development of design giftedness because it integrates research, project work, competition-based activity, public presentation and reflection. The role of the Institute of Applied Pedagogy is specified as an institutional environment for transforming the theoretical model of design giftedness into practice-oriented educational products, including programmes, diagnostic materials, assessment rubrics, pedagogical scenarios and professional development resources for mentors. The prospects for further research are related to developing levels of design giftedness, validating diagnostic tools and testing a pedagogical model for its development.
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References
Використані літературні джерела
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