IMPLEMENTATION OF 3D MODELING TECHNOLOGIES IN THE EDUCATIONAL TRAINING OF TECHNICAL AND ART SPECIALISTS

Abstract

This article investigates the application of 3D technologies in training biomedical engineering specialists and future art educators. The study highlights the relevance and potential impact of this field, emphasizing the importance of directing Ukraine’s educational sector toward innovative pedagogical, methodological, and technical advancements. “Modern innovative technologies,” particularly 3D technologies, are examined as a resource offering extensive potential for developing students’ competencies and fostering their creative and professional growth.

The article reviews scientific literature to identify avenues for integrating 3D technologies into educational practices, offering classifications based on various criteria. A comprehensive overview of 3D technologies is provided, focusing on two primary areas of development: 3D modeling and additive manufacturing. The study places special emphasis on layer fixation methods in 3D printing, including stereolithography (SLA), selective laser sintering (SLS), and fused deposition modeling (FDM), and describes commonly used materials and their applications.

It is noted that students from various disciplines initially acquire foundational knowledge and skills in 3D modeling and model preparation using shared tools. As students progress, they adopt specialized software that aligns more closely with their field-specific needs. The article analyzes widely used and accessible software tools for creating and handling 3D models, identifying Tinkercad as particularly suitable for educational use. Examples include student projects in the biomedical engineering program, such as eye prosthesis models developed with Tinkercad in the "Introduction to 3D Modeling" course. Additionally, the integration of 3D technologies in the educational process is illustrated through the Erasmus+ (CBHE) BioArt project: "Innovative Multidisciplinary Curriculum on Artificial Implants for Bioengineering" (Project No. 586114-EPP-1-2017-1-ES-EPPKA2-CBHE-JP).

The article also explores the potential of 3D modeling in various fields, including architecture, costume design, film, and performing arts. 3D technologies have opened new avenues in the arts, contributing to the emergence of "3D art," where artists often rely on intuitive techniques, allowing unique creative expressions.

The study further examines the use of 3D technologies in the "Primary Education: Art" program as part of the Erasmus+ Jean Monnet Module (Project No. 620252-EPP-1-2020-1-UA-EPPJMO-MODULE), which prepares future teachers to integrate European best practices in developing young children’s soft skills through theatrical activities.

In conclusion, the integration of 3D technologies in training students in both technical and artistic disciplines is not merely an educational trend but a necessity to prepare students for the modern labor market and ensure high-quality professional training, promoting the incorporation of new technologies in professional and educational settings.

Future research directions include developing and implementing new educational projects and innovative technologies in medical and artistic fields, as well as enhancing educational programs to equip graduates with the skills needed to thrive in an innovative economy and education landscape.