Abstract: the purpose of this article is to create creative autonomy in the modern world, where technology changes at great speed, and the society of employers and consumers makes it necessary to revise vocational education in order to find technologies and methods of training, which provide the opportunity to transfer to the student the necessary knowledge, abilities and skills, which they could rework and apply creatively in professional activity. This problem is particularly relevant for students in the direction 54.00.03 “Design”. This is due to the fact that the increased demand for individuality can only be satisfied by a designer who has the ability to combine and improvise, find breakthrough ideas, that is, a self-thinking professional. Therefore, the question of finding educational means to train students who are able to approach the tasks of professional activity with creative independence is acute. Issues of formation of creative independence of students-designers are developed in various directions of pedagogical experiments and scientific research. Based on the analytical review of methodological approaches used in scientific research, it is advisable to consider the process of formation of creative autonomy on the basis of a combination of activities, personality-oriented, vocational-oriented, competent, spatial, task-oriented and individual-creative approaches. Based on the above approaches, the process of formation of creative autonomy involves the use of such pedagogical means, which are based on the practice of project activity, on the inclusion of specially designed educational and creative situations of heuristic search, independent choice and decision-making and creative self-realization.

Keywords: professional training, education, creative autonomy, professional design activity