Methodological features of teaching work in the Figma editor in educational institutions

Abstract

The article is devoted to the methodological features of teaching how to work in the Figma graphic editor in educational institutions. In the context of the rapid development of digital technologies and the growing demand for specialists proficient in modern interface design tools, Figma has become an essential component of design curricula. This graphic editor offers extensive opportunities for collaborative work, enabling students to work on projects in real-time, simplifying the process of creating and editing interfaces. The article analyzes the main advantages of using Figma in the educational process, including its accessibility, cross-platform capabilities, and integration with other design and prototyping applications. Special attention is given to pedagogical methods that are effective for teaching students, such as project-based learning, problem-based learning, and the flipped classroom approach. Various approaches to structuring the educational process are examined, including the separation of theoretical and practical lessons, the use of interactive technologies, and group projects to ensure maximum student engagement in the learning process. Furthermore, the article discusses the main challenges faced by educational institutions when integrating Figma, such as the need for teacher training, technical limitations, and the updating of educational materials. Recommendations are provided to overcome these challenges and successfully integrate Figma into the educational process, as well as perspectives on the future use of digital tools in education.