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Theoretical analysis of the development of education in modern conditions, the direction of a competent approach and the widespread use of information technology in high school and university raise the need to study the development traditions of teaching methods based on modern forms, methods and tools (including multimedia technology). The basic methodology of holistic development is based on multimedia technologies. As there are a number of issues that students need to address in the field of their interests and perspectives, the prospects of multimedia education and its application to higher education lead to a high level of authority among students. In recent years, new areas and types of work have begun to emerge much faster, and the process of updating the content of higher education, more precisely, higher education, has not been able to catch up with them: there are delays in the organization of work on renewal. Development agrees with this situation because it allows the education system to focus only on cultural practices that have remained relatively stable, rather than on every change in the situation. Problems begin to emerge when education begins to resist change or does not respond to it as needed. The analysis of world educational development experiences shows three main traditions of development: the development of carriculum theory, the concept of education permanente, and the idea of competence clefs. The following results have been achieved by advancing the carriculum theory from the three main traditions of the development of world education mentioned above.
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