PEDAGOGICAL CONDITIONS FOR THE PROFESSIONAL TRAINING OF FUTURE DESIGNERS TO INTEGRATE RUSSIAN AND CHINESE CULTUREIN THE UNIVERSITY

Abstract

The article examines a problem of developing future designers’ ability to consciously integrate the value-semantic foundations of Russian and Chinese cultures into their professional design work. An analysis of the practice of joint educational programs demonstrates the prevalence of substantive eclecticism, where students master diverse artistic traditions in parallel without acquiring the tools for genuine synthesis. The authors observe pedagogical conditions as didactic tools that activate distinct cognitive phases in students. This begins with initial surprise when confronting unfamiliar cultural elements, progresses through analytical comparison of cultural frameworks, and culminates in reflective integration coupled with creative application in design work. Drawing from theoretical foundations and actual experiences within Russian-Chinese collaborative programs, the research establishes four interrelated pedagogical conditions: motivational-value orientation, interdisciplinary connection, technological implementation, and environmental context. These conditions operate as a unified didactic system for building designer intercultural competence, where their mutual reinforcement generates a comprehensive learning environment that addresses multiple dimensions of cross-cultural professional development.