| Summary: | Design education is rapidly developing in unity with formation and strengthening of theoretical and methodological design basis. Changing requirements for the modern educational system provokes the search for innovative ways of development. Rapid introduction of distance education has made it possible to test experimental forms and methods of teaching design students. As a result of processing the experimental data, outdated models of the organization of the educational process, the lack of flexibility and variability of curricula and work programs of disciplines were revealed. It became necessary to adjust the educational process, taking into account modern mental characteristics of students, their levels of motivation, system of values and ideas about the profession of a designer, taking into account dynamic development of existing design directions and emergence of new specific branches. These factors determine the creation of a methodological model built into the context of design education, which should have such qualities as flexibility and adaptability to changes in the external environment. Implementation of flexible adaptive design teaching model becomes a source of innovative changes in this very external environment. To build a methodological system, the following methodological approaches were used: cognitive, reflexive, eutagogic, synergetic, personality-activity, heuristic-algorithmic, recursive-design.
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