The COVID-19 pandemic has raised the issue of using distance learning as a separate independent model of organizing the educational process. The purpose of the article is to analyze distance learning as a form of organizing the educational process, which is dynamically developing in response to global challenges, from the point of view of an integral approach.   Accordingly, the object of the study is modern forms of distance learning as a way of organizing the educational process. To achieve this goal, an analytical research approach was used that allows correlating and identifying effective solutions taking into account the unique features of the educational system: content analysis (32 items of scientific literature were analyzed), prognostic, systemic, structural methods, as well as methods of specification and abstraction. The empirical data for the study were obtained by using a survey method, which involved 100 higher education students. Its main goal was to determine the readiness of students to perceive distance learning not only as a response to the challenges of quarantine restrictions but also as a separate form of educational activity. The results showed that despite the efforts of teachers and the use of modern digital technologies, students had to study a lot of new educational materials on their own. The transition to distance learning has led to an increase in the importance of homework and independent work compared to traditional forms of educational activities. The majority of respondents noted that despite the increase in the share of online tests and other control activities, the average academic performance has not decreased. It was found that the number of students who improved their performance did not differ from those who used traditional forms of education. As a result, many higher education students expressed the opinion that studying remotely was generally easy, despite all the obstacles. Such a positive assessment allows us to interpret distance learning as a promising and independent vector for the development of future education. The conclusions emphasize that a condition for the further development of distance education is the development of digital technologies that form the basis of the technical implementation of distance learning. We believe that distance learning should be perceived as a separate branch of the educational system.  The practical significance of the study lies in proving the functioning of distance education as an original form of organization of the educational process.

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The modern development of education is focused on acquiring special work skills: quick adaptation to working conditions, ability to work in a team, thorough knowledge of digital technologies, which are combined in the design thinking. The purpose of the article is to analyze the problems and prospects of creative design thinking of higher education students in the conditions of digitalization. The work is written on the basis of the use of general scientific cognitive research methods and special pedagogical methods: analysis, synthesis, induction, deduction, generalization, specification, abstraction, observation. The results of the study analyzed the importance of digitization of education and design thinking, the history of the concept of "design thinking" and the peculiarities of its use, problems of using digital education in design thinking. The conclusions summarize that the correct use of this technique can not only create a creative learning atmosphere but also affect its effectiveness in general. In order for the design thinking technology to be as effective as possible, we offer our own recommendations for its use: systematic identification of empathy by teachers for students, critical analysis of the application of this technique, its constant improvement, experimentation with various tasks.

The retrospective analysis of emergence of out-of-school art education of the region is made in the article, organization and role of extracurricular education in Ukraine, its organizers and researchers in this field. The emergence and development of art school of Transcarpathia in the twentieth century led to the formation of new generations of artists and the creation of art education. Out-of-school educational establishments of artistic and aesthetic direction were created for young children of the first school age, the first of which was a studio of fine arts under the direction of Zoltan Bakonii. Following the example of this studio in Transcarpathia in the second half of the twentieth century. opened children's art schools with the department of fine arts in the cities of Mukachevo, Uzhhorod, Khust, Vynohradiv, v.Chynadiyevo, etc., where teachers were mostly graduates of Transcarpathian art educational establishments. The development of art education in Transcarpathia and the extracurricular education of the region was studied by Nebesnyk I. I., Voloshchuk A .V, Mochan T. M, Rosul T. I. In the system of art education in Transcarpathia, founded by Adalbert Erdeli and Joseph Boksai, such well-known teachers as V. Skakandii, I. Masniuk, N. Ponomarenko, M. Syrohman, L. Prymych, V. Manailo, E. Roman, T. Bartosh, H. Homoki, V. Dorosh, A. StasIuk and others studied and worked there. Important role in the development of regional extracurricular education of artistic and aesthetic orientation belongs to such well-known pedagogues-educators as V. Burch and V. Tsibere. They played a major role in the creation of Mukachevo Children's ArtSchool named after M. Munkachi. This school of arts, after Z. Bakonii's studio, is one of the first art schools in the field where fine arts is taught. Later the art departments were based on children's music schools. The fine arts department at Uzhhorod Children's School of Arts started its activity in 1984. Most of the teachers came to Zoltan Bakonii's schools: V. Vovchok, O. Sidoruk, G. Kramarenko, E. Roman (head of the department of fine art) and others. Over 200 students study at the fine arts department of named school. During the 1990s, Transcarpathian extracurricular institutions were stagnant and even have undergone a numerical reduction. Since the beginning of 2000, as a result of the successful management of local administrations and their successful policies, their activities have been normalized and coordinated with the work of leading educational establishments of the art education of the region, in particular the College of Arts named after A. Erdeli and the Transcarpathian Academy of Arts. The joint actions and events, workshops for the students of art schools of the region, as well as training courses and seminars for teachers are held. Therefore, in the system of continuous art education (school, college, academy), extra-curricular institutions play an important role. At the School of Arts children learn the basics of fine literacy, academic drawing, painting, composition and get acquainted with examples of the world's best art at the Art history lessons. It is at the School of Arts that the artistic and aesthetic tastes and sensations of beauty are formed, the aesthetic education of young people, its professional orientation, and the formation of artistic environment of the region. In the field of art education, this three-stages system is important, because it solves its sectoral tasks and is a very important link and system of continuous art education in Transcarpathia.

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