Introduction. The article studies the problem of developing the artistic taste of students in the educational environment of a university. Artistic taste is a professionally significant quality that allows an individual to adequately assess the surrounding reality, navigate cultural diversity, react emotionally to artistic genres in art and express their attitude towards it, develop the needs for creative activity in a multinational society. The educational environment is considered by the authors as the sociocultural environment of a person, a psychological and pedagogical reality, during which the process of development and self-improvement of the individual occurs. This concept covers three most important educational activities: educational, educational and practical. The purpose of the study is to substantiate the feasibility of using the educational environment of a university as a means of developing the artistic taste of students. Materials and methods of the research are: theoretical analysis, generalization of literature on the research problem, questioning. Research results. The structure of a person’s artistic taste has been studied and analyzed, which includes the following components: need-motivational, emotional, cognitive, activity. As criteria for the development of artistic taste, the authors identify: artistic and aesthetic preferences, the ability to reproduce and evaluate works in the field of decorative and applied arts, the ability to think critically, independently obtain new information, be able to analyze the “product” being studied, show one’s creative abilities, and so on. The pedagogical conditions for the development of students’ artistic taste are theoretically substantiated and experimentally tested: providing freedom of creative choice; providing pedagogical assistance in choosing techniques for working with art materials; systematic interaction with cultural elements and artistic values; introduction of aesthetic courses into the educational process; attracting students to creative activities, and so on. Conclusion. The results of this study may be useful for practical application and further theoretical research for teachers of higher and secondary vocational educational institutions, as well as when creating advanced training programs, professional retraining and additional professional education programs.