From instructional design to social learning design: A paradigm shift in animation education

This article addresses the shift from traditional instructional design to social learning design, aimed at fostering the soft skills of future specialists through collaborative interaction as a key challenge in animation education. Drawing on the most cited learning design theories and case-based examples of practical application of its models, the study examines how project-based learning can better support the cultivation of creativity through collaboration, iterative feedback, and peer assessment. It is argued that traditional instructional design models, which prioritize teacher-centred learning environments, are insufficient to be used in teaching animation for addressing the complex nature of theory, dynamicity of animation practice. Instead, learning design approaches that emphasize collaboration, iterative feedback, and peer assessment in the production of real animation are proposed as effective strategies for aligning university curricula with societal expectations. The findings contribute to ongoing discussions on the didactics of art in animation education, offering recommendations for educators aiming to integrate soft skills development into professional competencies within animation programs. The concept of collaborative interaction is particularly emphasized, serving not only to transmit knowledge but also to remind learners in animation education of the global values of learning and the relevance of learning outcomes for lifelong capacity.