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

Abstract

The article is devoted to the methodological features of teaching Figma graphic editor in educational institutions. In the context of the rapid development of digital technologies and the growing demand for specialists who master modern interface design tools, Figma has become an important component of design curricula. This graphic editor offers extensive opportunities for collaborative work, allowing 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. Particular attention is paid to effective pedagogical methods for teaching students, such as project-based learning, problem-based learning, and the fly- class method. Various approaches to structuring the educational process are considered, including the separation of theoretical and practical lessons, the use of interactive technologies, and group projects to ensure the most active participation of students in the learning process. In addition, the article considers the main challenges facing educational institutions when integrating Figma, such as the need for teacher training, technical limitations, and updating educational materials. Recommendations are provided for overcoming these challenges and successfully implementing Figma into the educational process, as well as for the prospects for the future use of digital tools in education.