ORGANIZING LESSONS BASED ON ENGINEERING GRAPHICS AND GENERATIVE DESIGN

Аннотация

This article highlights the possibilities of applying generative design technologies in teaching engineering graphics and their impact on educational effectiveness. Practical approaches to developing students' graphical thinking, solving problematic situations, and forming technological thinking skills through generative design tools are analyzed. The study explores the effectiveness of sample lessons developed on the basis of generative design in engineering graphics courses. Keywords: engineering graphics, generative design, digital modeling, algorithmic design, computergraphics, innovativeeducation, technical thinking. In the context of today’s technological advancement, engineering education needs to be integrated with modern tools. Engineering graphics is one of the core subjects that form the foundation of technical thinking, providing the necessary knowledge and skills for reading, creating, and modeling technical drawings. Traditional methods no longer fully meet the demands ofthe digital generation and industrial needs. In recent years, the integration of generative design approaches into engineering graphics lessons has emerged as an innovative solution. Generative design is a method that leverages artificial intelligence, data analysis, and algorithmic computations to automatically generate thousands of design solutions, enhancing students' technical thinking, problem-solving, and creativeabilities. This article outlines methods for organizing engineering graphics lessons based on generative design, provides sample assignments for students, the software tools used, and analyzes their effectiveness. Theresearch was carried out in thefollowing stages: 1. Analytical phase – Studying the curriculum of engineering graphics and current teaching methods. 2. Experimental phase – Two experimental groups were formed: one taught using traditional methods,theother usinggenerativedesign. 343 INTERNATIONAL MULTIDISCIPLINARY JOURNAL FOR RESEARCH & DEVELOPMENT SJIF2019:5.2222020:5.5522021:5.6372022:5.4792023:6.5632024:7,805 eISSN:2394-6334 https://www.ijmrd.in/index.php/imjrd Volume12,issue07(2025) 3. Technological tools – Software such as Autodesk Fusion 360, Rhino + Grasshopper, FreeCAD, and TinkerCAD were integrated into thelearning process. 4. Monitoring and analysis – Students were evaluated on their drawing speed, ability to solvecomplex tasks, andlevel of 3Dthinking. Thegroup taught using generativedesign achieved thefollowing results:  Drawing speed increased by20%.  3Dthinkingtest results improved byan averageof 15%.  86%ofstudents proposed theirown solutionsin creativedesign tasks.  Studentslearned to analyze more than10design variants usinggenerative tools.  Interest in thesubject increased, andactive participation in lessons rose by25%. Integrating generative design into engineering graphics lessons plays a crucial role in developing students’ creative and technical thinking. This approach involves students in solving real-world problems, and fosters competencies such as collaboration, analysis, and critical thinking. However, this method requires teachers to have a deep knowledge of modern technologies, the ability to adapt curricula, and the development of appropriate didactic materials. Challenges include:  Lackof adequate technical infrastructure insomeeducational institutions.  Insufficient skills amongteachers inusing generativedesign tools. Hence, it is essential to launch professional development courses and educational seminars in thisfield. The research and analysis show that integrating generative design technologies into engineering graphics education is an innovative approach that effectively meets modern educational demands. Thismethodology not only enhances students' drawing skills but also fosters a culture ofapproaching complex engineering problems through modern technological solutions. Advantages of lessons based ongenerative design:  Develops systematic, algorithmic, and spatial thinking—key elements of engineering thought.  Enables modeling of practical tasks, facilitating the application of theoretical knowledge toreal projects.  Promotes the development of decision-making skills through exposure to multiple solutionoptions.  Encourages self-assessment, analysis, and improvement—motivating independent learning. Recommendations for implementation: 1. Improve teacher qualifications: Training programs should be organized to teach educators howto work with generativedesign software. 344 INTERNATIONAL MULTIDISCIPLINARY JOURNAL FOR RESEARCH & DEVELOPMENT SJIF2019:5.2222020:5.5522021:5.6372022:5.4792023:6.5632024:7,805 eISSN:2394-6334 https://www.ijmrd.in/index.php/imjrd Volume12,issue07(2025) 2. Provide modern technical resources: Educational institutions should be equipped with graphicstations, licensed software, and access toonlineresources. 3. Gradualimplementation: Start withpilot groups before gradually expanding. 4. Promoteinterdisciplinary integration: Generative des