IJAD International Journal of Art and Design IJAD 2955-2397 2955-2400 Balkan University Press 10.69648/EHGG3936 255 Research Article Comparative Analysis of the Design Terminology Pryshchenko Svitlana Design Department, STATE UNIVERSITY OF INFRASTRUCTURE AND TECHNOLOGIES (SUIT, KYIV UKRAINE) 24 12 2024 1 2 15 29 CC BY-NC-ND 4.0

The study is devoted to expanding and deepening the methodology of project thinking in order to introduce theoretical and methodological foundations in design practice and design education. Professional terminology is an urgent problem today, since in addition to higher education, there are many short-term courses, websites of design studios and blogs, where information is often presented incorrectly or subjectively. Based on the works of famous historians, theorists and design practitioners, the main purpose of the article is to concretize basic design terms. Taking into account the interdisciplinarity and social essence of design activity, its impact on the scale, process and result of design objects functioning, the author applied historico-comparative, system-structural, sociocultural, synergistic, semiotic, and praxeological research methods. The discussion included the analysis of design as a product of art-project culture, as well as outlining the general prospects for its development, taking into account the latest technologies. Interconnections of functionality, technology and aesthetics of form-creative means in design process are emphasized. Particular attention is paid to specifics of design thinking and corresponding interpretations of various authors. Conclusions present the results of theoretical generalization of terminology field in design industry. A number of research tasks have been completed: research methods have been substantiated, the essence of professional design terms at language levels has been compared by analysing and correlating English and Ukrainian scientific and educational sources; terminology for modern design education has been specified. This work has three levels of importance: conceptual-predictive, problem-theoretical, and the disciplinary level.

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