THE DISCIPLINE OF «ETHNODESIGN» IN HIGHER EDUCATIONAL INSTITUTIONS OF UKRAINE

Introduction. Ethnodesign should become the most popular type of design of today, subconsciously people need their traditions and culture, every day with the rapid development of technology we observe the rapid development of design on the one hand and a rapid decline on the other, the oversaturation of monotonous design products by means of the latest technologies leads to the devaluation of design itself, and researchers to rethink this concept and its meaning, as a result, there is a need for a new direction in the design industry, namely ethnodesign, which determines the needs of How effectively the appropriate training of future design professionals is carried out in forming the readiness of a specialist to apply ethnodesign in professional activities in accordance with the chosen speciality in the discipline of ethnodesign is an extremely relevant issue in design education.Purpose. The purpose of this study is to analyse the discipline « ethnodesign» at the first educational level (bachelor's degree) in higher education institutions of Ukraine and determine the correspondence of the content to the name and purpose in accordance with the training of future designers to apply ethnodesign in professional activities. Methods. By the method of analysis and comparison, the current state of training of future design specialists for the application of ethnodesign in professional activity is determined.Results. Since 2008, the introduction of the discipline « ethnodesign» in the curriculum of higher education institutions of Ukraine in the field of «Culture and Art» has been gaining popularity. Every year this discipline is being improved by educational institutions, which can be seen by analysing the syllabuses of this discipline, their programmes and methodologies are being improved every year, new programmes and relevant methodologies are being created, each speciality where this discipline is studied has its own characteristics and differences, as a result, ethnodesign acquires new meaning and new forms.Originality. In the context of the study, the most interesting thing is that the discipline « ethnodesign» is and not compulsory, even in educational curricula: fine and decorative arts, restoration, where it should play one of the main roles of the academic base, it is an elective discipline, makes it clear to the student that this knowledge in the chosen discipline is not mandatory in professional activities, it acts as additional information, which the student's subconscious perception determines as an unimportant component in professional activities, which negatively affects the preservation and development of culture and traditions in general. The designation of the discipline « Ethnodesign» as an elective is not acceptable in the development of cultural and artistic education in general and design education in particular, this discipline should become a compulsory professional discipline with a deeper study and a more respectful attitude towards it, which is an important component in the formation of national and patriotic consciousness in the future specialist.Conclusion. Ethnodesign has not yet been sufficiently actualized as a system-forming and culture-forming category of modern design education. The solution to this issue requires a scientific and methodological approach to the organization of the process of teaching ethnodesign as a significant factor in the formation of artistic and imaginative thinking of a future specialist in the field of design.