Educational Change Research Articles

Educational teams: building professional and organizational learning communities

Quality education that prepares young people to think and make ethically responsible decisions seems to be the only sustainable solution to respond to today’s global challenges. However, this capacity to learn requires a new school grammar, through the creation of conditions, structures and cultures that promote relationships and synergies capable of transforming teachers and school leaders into creative learners and facilitators of learning. In this sense, this study sought to understand the effects of a change in the organizational dynamics of a school, the organization of teaching by educational teams, on the individual, collective and organizational learning of this school organization. To this end, we adopted a fundamentally qualitative research approach, which we operationalized through a case study, based on a quali-quanti approach. We combined a descriptive statistical analysis of two questionnaires with a content analysis of interviews, focus discussion groups, and field notes from classroom observations and educational team meetings. The analysis of all these data points to the fact that effective change in schools and education that promotes deep learning for teachers and, consequently, for students and the organization, requires joint and articulated action not only at the level of structure and leadership, but also at the level of beliefs and school cultures.

Digital Transformation and Discourses of Change Commodify Finnish Public Education

AbstractEcosystemic cooperation among the state, municipalities, and commercial actors is evident in the public education of Finland. The edu-ecosystems can include firm interdependences, value creation, co-specialisation, and co-evolution with an aim to sell products and services to the global market as well as to open up markets in a particular country. Here, we examine the discourses through which commercial actors promote the change or transformation of public education. With support from the state, commercial organisations—whether for-profit, non-profit or private or state-run—have a strong agenda to change ‘old-fashioned’ education into one that better serves the twenty-first century work life. The state and municipalities are gatekeeping the businessing around education, but commercial actors would prefer more opportunities to cooperate with public education institutions. It is noteworthy that commercial actors are gaining greater access to public education policymaking through ecosystems, and hence, have greater influence in redefining and commodifying education. Yet, there is a lack of public conversation about the commodification of public education in Finland.

Effectiveness of Legal Protection for Whistleblowers in Corruption Cases in Indonesia

Combating corruption is a crucial priority for Indonesia, which strives to improve the quality of governance and institutional integrity. Whistleblowers play a vital role in uncovering corrupt practices, often serving as the initial source of information that reveals systemic and organized corruption. However, whistleblowers face significant risks, including intimidation and retaliatory actions. Effective legal protection is essential to shield them from these risks and encourage the public to report corruption. This study aims to review the effectiveness of legal protections for whistleblowers under Indonesian legislation and explore measures that can be enhanced to ensure their safety and well-being. Utilizing a literature review method, this research finds that although regulations exist to protect whistleblowers, their implementation remains inadequate. Obstacles such as lack of legal awareness, insufficient resources in law enforcement agencies, and a culture of fear of retaliation hinder optimal protection. Specific legal reforms, increased capacity of law enforcement agencies, and education and cultural changes that support whistleblowers are needed to improve the effectiveness of protection. Strengthening legal protections will better motivate whistleblowers to report corruption, supporting creating a more transparent and accountable government.

Gender, Culture and Ethics: Confronting the Complexities of Sex-Selective Abortion in Canada

This article examines the ethical and cultural implications of sex-selective abortion, with a focus on the Indo-Canadian community. Drawing from a 2016 Canadian Medical Association Journal study and expert opinions, including a CBC radio discussion and Dr. Jen Gunter's commentary, it highlights the conflict between reproductive rights and entrenched gender biases. The piece critiques the challenges in legislating against sex-selective abortion, emphasizing the infringement on reproductive rights and privacy, and the need to address deeper societal and cultural factors behind sex selection. The analysis includes cultural perspectives, revealing how societal norms and familial pressures in the Indo-Canadian community impact reproductive decisions, often leading to coercion and loss of choice. The feminist viewpoint links sex-selective abortion to broader issues of gender inequality and misogyny. Conclusively, the article argues for a holistic approach to addressing sex-selective abortion, combining legal, educational, and cultural changes. This approach aims to cultivate a society that values gender equality and respects women’s autonomy, ensuring their decisions are free from coercion and societal prejudice.

Research on vocational education development of nautical technology major in hainan free trade port from the perspective of internationalization based on big data descriptive analysis

This paper presents a meticulous analysis of the UNCTAD's 2019 data pertaining to commercial ships, with a particular focus on Chinese-funded vessels. The objective is to assess their status and further predict the demand for shipping talents within the Hainan Free Trade Port. Notably, it is revealed that approximately 34.91% of the Chinese-funded ocean-going ships operate under flags of convenience, representing a substantial share of 55.9% in terms of tonnage. In order to address this situation and enhance the attractiveness of Hainan for vessel registration, a comprehensive "master plan" has been devised. Recent statistics indicate a favorable trend towards a reversal in this trend, with more Chinese-funded ships choosing to register in Hainan. Consequently, there is a pronounced demand for skilled shipping talents within the free trade port.Furthermore, this article delves into the intricate nuances of nautical technology vocational education, both domestically and internationally. It underscores the crucial role of skilled professionals who possess a global perspective and offers suggestions for fostering international collaboration and enhancing educational resources. Additionally, it identifies and discusses the challenges encountered in the Hainan Free Trade Port, along with proposed measures for improvement. The article emphasizes the imperative for responsive reforms to ensure that educational competencies are aligned with global standards. The implementation of these measures is anticipated to bring about transformative changes in nautical technology education within the Hainan Free Trade Port, thereby contributing significantly to the overall progress of the maritime industry globally.

Educator's role in preventing ageism.

This study aims to contribute to a better understanding of the educator's role in imparting knowledge to healthcare students regarding ageism in Slovenia. Educators in Slovenian secondary nursing schools and in medical and health science faculties were asked to evaluate their practical experience in working with older people, their knowledge of gerontology and working with older people, and their attitude toward working with older people using an online questionnaire. They were also asked to rate their opinion about ageism on a Likert scale, along with reasons for ageism, skills that would help reduce ageism, their opinion about trainees' attitudes toward older people, and their assessment of certain facts about planning training. The reliability of the questionnaire was tested using Cronbach's alpha. The Kruskal‒Wallis test, Mann‒Whitney U test, and independent samples t-test were used to determine differences between the groups. The participants fully agree that the knowledge imparted could contribute to reducing age discrimination among healthcare students. Those that responded that their gerontological knowledge is good had significantly higher ranked responses regarding the reasons for ageism. On average, they agreed with the statements about planning their teaching activities and facilitating the acquisition of knowledge. Ageism is a challenge for modern society that requires a comprehensive approach to prevent and combat this form of discrimination. Awareness-raising, education, and policy change can create a fairer and more respectful society for all generations. Educators are insufficiently aware of their role in preventing ageism. Practitioners recognize it when they work directly with students. There are opportunities to update curricula and teaching methods.

Evaluation of emergency nurses’ knowledge of medical response in nuclear and radiological emergencies : a cross-sectional study

BackgroundEvaluating emergency room nurses’ knowledge of radiation protection, health effects, and decontamination procedures is crucial for preparedness in nuclear and radiological emergencies. This study aims to evaluate the level of knowledge among emergency nurses in Saudi Arabia regarding medical responses to nuclear and radiological emergencies.MethodsA multicenter cross-sectional study was conducted via a self-structured questionnaire with 15 true‒false questions divided into three domains, namely, radiation protection measures, radiation health effects, and decontamination procedures, each with five items and a possible score of 1 point per correct answer. The collected data were analyzed via descriptive and inferential statistics. The study followed the STROBE checklist for methodological rigor.ResultsA total of 594 emergency nurses participated in this study, with the majority being young (64.50% aged ≤ 30), female (68.69%), bachelor’s degree-holding (67.68%), single (63.64%), having ≤ 4 years of experience (56.06%), working in public health facilities (88.89%), and lacking training in medical response (85.35%). The mean knowledge scores for participants were highest for radiation exposure effects (3.27 ± 0.91), followed by radiation protective measures (2.32 ± 0.99), and lowest for decontamination procedures (1.46 ± 1.07). Overall knowledge was measured at a mean score of 7.06 ± 1.68, with 97.47% of the nurses categorized as having poor knowledge level. Nurses in private hospitals scored higher (7.77 ± 1.82) than those in public hospitals (6.97 ± 1.65) on overall mean knowledge (P = 0.034). Concerning findings include emergency nurses’ misconceptions about the protection provided by dense materials, the effectiveness of increasing distance from a radiation source, and prioritizing decontamination of victims over life-saving measures. Additionally, they were unaware of the immediate symptoms following radiation exposure and misunderstood that the primary threat in a radioactive bomb event is the explosion rather than the radiation itself.ConclusionThis study revealed poor knowledge among emergency nurses regarding medical responses to radiation emergencies and highlighted the critical need for enhanced and standardized training in radiation emergency preparedness among nurses. The gaps in knowledge identified in this study could significantly impact the effectiveness of healthcare responses in radiation emergency scenarios. Therefore, targeted educational interventions and policy changes are recommended to address these shortcomings.

Can fertility decline help explain gender pay convergence?

Abstract Prior scholarship demonstrates that motherhood wage penalties and fatherhood wage premiums contribute to the gender pay gap. These analyses typically take a cross-sectional perspective, asking to what extent gender inequalities in the association between parenthood and wages can explain gender pay inequality for a given cohort or at a given moment in time. By contrast, explorations of gender pay convergence over time have tended to start at the firm’s door, testing the explanatory power of changes in men’s and women’s human capital and job characteristics and neglecting the contributions of fertility change. We bring these two strands of research together, asking to what extent declines 1980–2018 in US employees’ number of children can explain gender pay convergence over the same period. Using a descriptive decomposition and data from the Panel Study of Income Dynamics, we show that, in gross terms, fertility decline can explain almost one-quarter of gender pay convergence from 1980 to 2018. Even net of a host of controls for human capital and job characteristics, fertility decline explains 8 percent of the attenuation of the US gender pay gap 1980–2018—about half as much as changes in education and about a quarter as much as changes in full-time work experience and job tenure combined. Finally, we show that employees’ fertility decline was fastest in the 1980s and subsequently slowed; this, in conjunction with persistent gender differences in parenthood–wage associations, helps explain stalled progress toward gender pay parity.

Socio-Economic Characteristics of Women Entrepreneurs in Botswana

The present study offers a comprehensive examination of the socio-economic attributes of female entrepreneurs in Botswana, specifically emphasizing the convergence of demographic profiles, educational backgrounds, and entrepreneurial performance. Employing a mixed-methods approach that combines quantitative and qualitative research, the study rigorously analyses the elements influencing entrepreneurial outcomes for women in the region. The findings emphasize a robust positive association between increased levels of education and the achievement of business success. Specifically, women with higher education qualifications exhibit better business results in revenue growth, market expansion, and operational profitability. Nevertheless, the research also reveals enduring obstacles female entrepreneurs encounter, namely in obtaining financial access, managing socio-cultural limitations, and harmonizing family responsibilities with business requirements. The results emphasize the necessity of implementing focused policy measures, educational changes, and support structures that specifically tackle the distinct obstacles that women encounter in entrepreneurship.

‘Owning’ climate change for moral education

ABSTRACT It is widely acknowledged that anthropogenic climate change is already having severe adverse effects on our planet and poses an existential threat to many species, including our own. National curricula and schools and other formal educational settings have been slow to address the issue of climate change, despite the deep traction that it has with many young people. This paper introduces the papers in a Special Issue that arose from a four-day residential symposium on how schools for 5–19 year-olds and other sites for learning should address climate change in both their taught and wider curricula. As an invited symposium of the Journal of Moral Education Trust, contributors were asked to pay particular attention to the moral/ethical/civic dimensions of climate change education. In this paper, we also emphasise that a key purpose of this Special Issue is to ‘own’ climate change education as an important issue for moral education.

Paradigm Shifts in Education: An Ecological Analysis

Purpose The purpose of this article is to analyze educational changes, in particular transformational changes, and suggest a new approach to shift the paradigm in education using an ecological conceptual framework. Design/Approach/Methods An ecological analysis of two key factors in education: prescribed curriculum and student autonomy. Findings Paradigm shift can happen in schools, but it cannot be imposed by systems, and systems typically are unable to propose transformational changes. Such changes should happen within schools, but not affecting the entire school. Thus a “school within a school” approach is proposed with some examples. The small change could affect entire systems from the perspective of panachy theory. Originality/Value This article brings a fresh perspective on making the much needed transformational changes possible in schools. AI partnership, personalized learning, student autonomy and self-determination, self-directed learning are all fascinating and hopeful ideas that could bring the best education possible for all students. But implementing these would demand a paradigm shift in schools. Schools are the most resilient social entities, but they are also the easiest to change organizations. For over 200 years, the essence of schooling has not changed, but there have been significant changes in curriculum, textbooks, testing, and pedagogy. Today, we need schools to operate with a different education paradigm to enable students to have more autonomy and control of their learning in order to survive and thrive in the uncertain age of Artificial Intelligence. It seems apparent that the school system has successfully resisted paradigm shifts or transformational changes.

Academic literacies as a theoretical underpinning for Learning Development support

Research into academic literacy or literacies, however the term is defined, and how the field relates to disciplinary practice, has been debated in recent decades (Lillis and Scott, 2007; Lillis, 2019). Consideration of academic literacies is also a key component of the Learning Development community as the profession has evolved and developed its own identity. Is the term defined as ‘literacy’ or ‘literacies’? Is it a core component of Learning Development practice, or is it more tied to disciplinary and curriculum-based delivery? By understanding the literature around the definition and the development and application of academic literacies, can we consider how this relates to current perceptions and understanding of the field in a Learning Development context and what impact it may have on student learning? This workshop provided participants with the opportunity to hear about current research being undertaken by the ALDinHE research virtual Community of Practice (vCoP) to investigate our current understanding of academic literacies, how they are (or it is, if considered a singular literacy) perceived across the Learning Development community, and how we might measure its impact on our practice and student learning. For simplicity within this paper, academic literacies will be referred to as a plural form. Due to the historical creation of Learning Development teams in response to sector changes in higher education, this workshop provided participants with the opportunity to hear about the current research on academic literacies. Participants were also able to discuss their own experiential views to develop a shared understanding of how we may apply this understanding to practice, and what the impact on our work may be. The workshop aimed to help define our understanding of academic literacies—both in terms of the literature and in practice—and take away ideas and examples of practice that we can apply in our own work.

Peran Manajerial Kepala Sekolah dan Partisipasi Masyarakat dalam Implementasi Kurikulum Merdeka di SDN Gunung Picung 07 Pamijahan Bogor

This research examines the managerial role of the school principal and community participation in the implementation of the Independent Curriculum at SDN Gunung Picung 07 Pamijahan, Bogor. This research aims to identify the impact of the school principal's managerial role and community involvement on the success of curriculum implementation. With a qualitative approach, data is collected through observation, interviews and documentation, and analyzed inductively using triangulation techniques to ensure validity. The research results show that the managerial role of the school principal and community participation, including parental involvement and the Foster Friends Movement (GERTA) program, play an important role in the successful implementation of the Independent Curriculum. The successful implementation of this curriculum depends on strong principal management, active community participation, as well as support and innovation in teaching methods, which overall support effective curriculum implementation and bring positive change in education.

A theoretical approach to user education in public licensing: Defending against copyright trolling

This paper develops a theoretical model to prevent copyright trolling through user education and policy advocacy, particularly in the context of Creative Commons (CC) and public licensing. Copyright trolling, which exploits users’ lack of legal literacy and understanding of licensing terms, poses significant challenges to the free and open sharing of knowledge. The paper explores the relationship between legal literacy, public knowledge, and digital education, proposing that targeted educational interventions can empower users to avoid exploitation. It also advocates for the implementation of structured, government-backed, and institutional programs to promote licensing literacy. Policy-driven educational frameworks, integrated into broader digital literacy initiatives, are essential for reducing the risks posed by copyright trolling. The paper concludes with recommendations for future educational programs and policy changes to mitigate copyright trolling and foster a more informed and resilient digital ecosystem.

Addressing climate change in education: objectives, content, and strategies

Kliimamuutused koos loodusliku mitmekesisuse vähenemisega on inimkonna käekäiku määravad globaalprobleemid ning kliimakriisi süvenemise aeglustamisel ja peatamisel on kliimamuutuste haridusel võtmetähtsus. Kliimamuutuste haridus nõuab terviklikku ja teaduspõhist käsitlust, sealhulgas sotsiaalteaduslike teemade käsitlemist kliimamuutuste kontekstis. Mitmed rahvusvahelised organisatsioonid, sh UNESCO, on algatanud kliimamuutuste hariduse edendamiseks erinevaid tegevusi, kuid paraku ei edene muutused hariduses soovitud tempos. Rahvusvahelisest teaduskirjandusest ilmneb, et õppekavad ei hõlma globaalmuutusi ning õpetajate ettevalmistus ei ole piisav, õpetamaks kliimamuutuste keerulisi ja läbipõimunud teemasid, nende inimtekkelisi põhjuseid, samuti kliimamuutustega kohanemise ja nende leevendamise strateegiaid. Sama kehtib ka Eesti kohta: kliimateadlikkuse projekti eri haridusastmete töörühmade koostatud analüüsidest selgus, et kliima- ja keskkonnaharidus ei ole kooskõlas Eesti ambitsioonikate keskkonnaeesmärkidega ning Eestis puudub lõimitud haridus- ja keskkonnapoliitika. Õpetajate professionaalses arengus ja täienduskoolituses on vaja pöörata kliimamuutuste haridusele senisest rohkem tähelepanu, sest vaatamata õpetajate huvile ja valmisolekule õpetada kliimamuutuste teemasid ei ole õpetajaid nende käsitlemiseks hästi ette valmistatud. Õppekavade ja koolipraktika uuendamine, tehnoloogiate lõimimine, projektide läbiviimine ning koolide keskkonnasõbralikkuse suurendamine on võtmetähtsusega, pakkumaks õpilastele kvaliteetset ja kaasahaaravat kliimamuutuste haridust. Summary

Social Work Education Leadership

Social work education-specific leadership models are necessary to maximize the effectiveness of the profession’s role in addressing societal issues that impact individuals, families, and communities and promote feminist leadership within the profession and academy. A cross-sectional electronic survey design gathered information from faculty and staff members at accredited social work programs within the United States. Study participants included 88 full- and part-time faculty and staff. 50 of the 88 participants (57%) answered the open-ended question from which data for this study were analyzed and triangulated with responses to other questions. The data analysis process resulted in identification of three main themes: conceptualization of leadership, support for leadership, and barriers to leadership. Participants expressed the need for more thoughtful succession planning, leadership specific training, and support in removing barriers to leadership. Many of the problems raised could be addressed through systemic change in higher education, including the proposed model of social work education leadership praxis.

Climate change and health topics in pre-university education in Kosovo: A Content Analysis

Abstract Background Climate health literacy (CHL), recommended and recognized as vital for the global response to climate change and impacts on health, lacks comprehensive studies on its integration into primary and secondary school curricula. In Kosovo, where numerous environmental issues already exist and are expected to worsen due to climate change, the resulting health outcomes pose significant challenges. Moreover, the low environmental knowledge among youth further adds to the complexity of addressing these issues. This study addresses this gap by focusing on understanding and enhancing the inclusion of climate change and health topics in pre-university education. Methods A content analysis was conducted on: (1) core curricula, (2) subject curricula, and (3) textbooks for pre-university education (grades 0-12) in Kosovo. The outcomes of the content analysis were then juxtaposed with the CHL framework to identify alignment and gaps. Results We found that curricula in Grades 0-5, contained one topic on climate change and health topic out of 638 (0.16%) topics documented; however, textbooks did not elucidate this focus. Grades 6-9 had 2 out of 701 (0.28%) and the relevant textbook revealed that various environmental and health topics are covered, but that they lack exploration of the interrelatedness between environmental pollution, climate change, and health. Grades 9-12 had the highest integration with 4 out of 745 (0.54%). Textbook analysis of these grades revealed a more in-depth coverage of climate change and health linkages. In total, seven topics out of a pool of over 2000 topics encompassed learning outcomes related to climate and health in Kosovo’s pre-university education. Conclusions The current efforts to integrate climate change and health into Kosovo’s curriculum fails to meet the recommendations for achieving CHL levels. Localized and context relevant additions are needed to fulfil CHL among students in Kosovo and other countries interested in improving CHL. Key messages • This case serves as a testing ground for a framework assessing climate health literacy within curricula. The results identify gaps and areas of improvement, which inform the implications to attain CHL. • Results reveal shortcomings in the incorporation of climate change and health topics in schools, underscoring the necessity for tailored strategies to foster CHL among students.

Improving physical healthcare for people experiencing mental illness: The COMITMENT project

Abstract Background People experiencing mental illness (PMI) face significant challenges in accessing and using somatic healthcare services, reducing their overall life expectancy by up to 20 years. The COMITMENT project aimed to identify barriers and facilitators in accessing and using somatic healthcare services for PMI and co-design strategies that could address existing challenges. Methods This study employed a qualitative participatory approach, involving a “trialogic” steering group composed of a person with lived experience of mental illness, a family member and caregiver of PMI, as well as a health professional. Two co-design workshops were conducted with members of each trialogic group, based on “World Café” methodology, facilitating open discussion between and among the three perspectives. Data was gathered through participant observations and systematically collecting participants’ workshop contributions, and analyzed thematically. Results Overall, 52 people participated in the two workshops. Findings identified six overarching themes regarding challenges in somatic healthcare access/use for PMI: (1) accessibility and facility design, (2) support and bureaucracy, (3) awareness among healthcare professionals, (4) societal awareness, (5) structural diversity of services, and (6) lack of networking abilities. Notable insights include inclusivity design requirements for healthcare facilities and the importance of integrating lived experiences of PMI into the training of healthcare professionals to reduce stigma. Conclusions This study underscores the critical need for systemic changes to improve somatic care for PMI. It suggests that greater awareness among healthcare professionals, coupled with more inclusive service design and enhanced networking abilities, could substantially improve the quality of healthcare for PMI. The COMITMENT project provides robust and co-designed results for social, systemic, and political reforms aimed at reducing healthcare inequity. Key messages • This study shows how direct involvement of relevant stakeholders improves the design of interventions that truly meet the needs of people with mental illness regarding somatic healthcare services. • To improve healthcare access and treatment for people experiencing mental illness, systemic social, design, educational, and political changes and adaptations are required.

9.B. Scientific session: Promoting health in the digital age: a room to improve health literacy and digital health literacy?

Abstract The workshop aims to explore innovative approaches to promoting health literacy and digital health literacy and their impact on individual and community health outcomes at different stages of life. This initiative is driven by the recognition that digital platforms and tools offer unprecedented opportunities to improve population health through health education and behavior change. The workshop will feature a dynamic and interactive format starting from plenary sessions in which speakers will provide insights into digital health promotion best practices and their outcomes, offering diverse perspectives. The added value of organizing this workshop lies in its comprehensive approach to integrating digital tools into health prevention strategies, particularly for addressing childhood smoking. By examining innovative digital interventions, the workshop provides a platform for sharing insights and strategies that leverage technology to promote healthier lifestyles among youth. This is increasingly pertinent as digital platforms become central in the daily interactions of young people. The coherence between the presentations revolves around the theme of enhancing digital health literacy as a preventive measure against health issues. The first presentation sets the stage by exploring digital tools that educate and engage young people about the dangers of smoking. The subsequent session builds on this by assessing the current state of digital health education and literacy, emphasizing the need for curriculum integration and better training for educators to support these initiatives effectively. Finally, the meta-analysis presentation ties everything together by evaluating the effectiveness of these digital interventions across various demographics, offering evidence-based recommendations for tailoring health literacy programs to diverse needs. Together, these presentations form a cohesive narrative on the critical role of digital literacy in health prevention, illustrating a clear pathway from educational content to educational infrastructure, and culminating in broad-based intervention strategies that can be adapted to different settings and populations. This coherence enhances the workshop’s impact, providing attendees with a well-rounded understanding of how digital tools can be harnessed to foster long-term health improvements from an early age. Live Q&A sessions will encourage dialogue between speakers and attendees, enhancing the learning experience. By combining expert knowledge with interactive discussions, the workshop aims to share insights needed to implement effective digital health promotion strategies. Key messages • The role of health literacy and digital health literacy in improving health outcomes demands that the efficacy of the most effective strategies be evaluated. • Digital tools offer opportunities for innovative health promotion approaches and tools.

O trudach dialogu – sztuka komunikacji z AI w projektowaniu

The rapid spread of LLMs (large language models) and other technologies based on generated content and image has significantly impacted the perception of creative work, including the area of product design. Tools using generative AI enable the acceleration or facilitation of the ideation processes, producing many different solutions to a given problem. Beside facilitating creative processes due to automation of some tasks, especially those based on working with large databases, generative AI can assume a form of specific creativity stimulator. The key notion conditioning the effective use of generative AI tools is the ability of asking adequate questions. This requires increased engagement in works towards changes in education, currently directed to reproduction and memorisation. Contrary to popular opinion, popularisation of AI as element of design process could result in expanding the spectrum of designer’s possibilities. Methodical education in compliance with the basics of cause-and-effect thinking and teaching the analytical design approach guarantee providing the young generation with solid foundation of collaboration with generative AI models. Keywords: artificial intelligence (AI), design education, creativity