Additive technologies provide many opportunities for improving activities in various fields, but the specifics of exploring their work and application in the educational process of students enrolled in design education programmes have been understudied. The purpose of this study is to develop methods of implementing additive technologies in the educational process of training future graphic designers and to test their effectiveness. To achieve this purpose, the research methodology used was a mixed-methods study. The study involved students and teachers of Khortytsia National Academy. Through video conferencing and discussions between teachers, the implementation of the “Additive Technologies” course in the educational process (study of 3D printing and modelling) and ways to use additive technologies in other subjects were developed and agreed upon. It was established that before the experiment, students had virtually no experience in learning or working with additive technologies, which was the foundation for the course curriculum. The students’ assessment of the quality of learning on the scale “The instructional materials motivation survey” before and after the experiment was examined. A questionnaire has been developed to explore students' opinions on the effectiveness of using additive technologies in the work of a graphic designer, and their impressions of the methods of introducing additive technologies into the educational process. The survey found that the majority of students highly appreciated the impact of using additive technologies in the work of a graphic designer and believe that their study is necessary for effective learning and work in the future. In addition, students highly appreciated the teachers’ ability to use additive technologies in the learning process. The methods of introducing additive technologies proposed in the study can be used in the training of higher education students in the field of 02 – Art, considering the specifics of the curriculum. In addition, there are prospects for using additive technologies to perform design work, internships using additive technologies, and defending qualification projects with real-time object manufacturing.

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The theoretical aspect is highlighted and practical ways of designing a professional educational program Mediadesign are presented. The features of professional training in the design direction have been investigated. Topical issues of ensuring the quality of the educational process of future media designers using the tools of the competence approach are considered. The article highlights the importance of modeling competencies and the peculiarities of introducing a competent approach into the process of professional training for applicants for higher education. The issues of the importance of modeling competencies and the peculiarities of introducing a competence-based approach into the process of professional training of future media designers in higher education are analyzed. It is proved that the quality of professional training of future media designers justifiably causes the need for the formation of the necessary competencies among students, which combine knowledge, skills, abilities; abilities and personality traits; general culture indicators; the ability to perform professional duties efficiently. The acquisition by future specialists of a system of design, creative, technological, communicative and interactive knowledge, skills and abilities is aimed at the formation of competencies, which should be considered as a result of high-quality professional training in the professional educational program Mediadesign. The specificity of a media designer's activity lies in the ability to carry out design developments in the context of modern world material and artistic culture, to creatively comprehend the national heritage and to master the skills of using advanced digital technologies as much as possible, provides ample opportunities for employment, professional growth and further scientific activities; the ability to perform complex specialized tasks and solve complex problems in the field of digital media, provides for the implementation of innovations in professional activities and is characterized by the uncertainty of conditions and requirements. Determining the competencies of a media designer makes it possible to determine a clear logical and consistent structure for the design of an educational and professional program Media design. The acquisition by future media designers of a system of knowledge, skills and abilities is aimed at the formation of integral, general and special competencies, which should be considered as a result of the educational process of professional training of Mediadesign.

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