Formation of professional competence of future teachers of fine arts through futuristic design creativity

Abstract

This study aims to explore the effectiveness of integrating futuristic design creativity into the professional training of future art and design educators, with the goal of enhancing their professional competence in response to rapidly changing technological and societal demands. A quasi-experimental research design was employed involving 58 third-year students from two Kazakhstani universities. Participants were randomly divided into experimental and control groups. The experimental group participated in an eight-week instructional program based on project-based learning, speculative design tasks, and collaborative activities centered on real-world challenges. Data were collected through pre- and post-intervention questionnaires, thematic analysis of open-ended responses, and expert evaluations of final design projects. Results indicate that the experimental group demonstrated significant improvements in understanding futuristic design concepts, applying interdisciplinary approaches, and showing increased motivation and professional identity. Expert assessments confirmed that student projects in the experimental group surpassed those of the control group in originality, relevance, feasibility, and aesthetic quality. Conclusion: The integration of futuristic design creativity into the curriculum supports the holistic development of professional competence in art and design education. The proposed instructional model can be effectively applied in teacher training programs to better prepare students for addressing future-oriented, interdisciplinary challenges in creative and educational fields.