Integrated learning methodology: from basic laws of electrical engineering to the architecture of computer systems in transport

Abstract

The modern transport sector is characterized by the intensive implementation of electronic and information-computer systems, which necessitates the modernization of approaches to the professional training of future technical education teachers. Under these conditions, the integration of electrical engineering and electronics becomes especially important as a basis for forming a holistic understanding of the architecture of computer systems in transport. Objective. The purpose of the article is to substantiate a methodology of integrated teaching of electrical engineering and electronics as a didactic foundation for the transition from mastering basic laws to understanding the architecture of information-computer systems in transport within the professional training of future teachers of vocational (technical) education in the transport field. Methods. The study employs methods of analysis and generalization of scientific, pedagogical, and regulatory sources; systemic and interdisciplinary approaches; structural-logical modeling of educational content; and pedagogical design of integrated forms of learning. The methodological framework is based on the competency-based approach, the theory of integrated learning, and principles of systems engineering. Results. The content-based and logical links between electrical engineering, electronics, and electrical and information-computer systems in transport are revealed, ensuring a gradual transition from fundamental concepts to the analysis of the architecture of modern transport computer systems. The didactic principles of integrated learning (systemicity, continuity, professional orientation, and practical relevance) are outlined, and methodological techniques for their implementation are proposed through integrated lectures, laboratory work with elements of digital modeling, problem-based and project tasks, case studies, and the use of digital simulators. The results demonstrate that the integration of technical disciplines contributes to the development of systemic thinking, a coherent conceptual framework, and the integration of professional and pedagogical components of teacher training. Conclusions. The proposed integrated learning methodology enhances the quality of learning outcomes, increases students’ motivation, and strengthens their readiness for practical and teaching activities in the transport sector. The educational value of the methodology lies in developing the ability of future teachers not only to understand the principles of information-computer systems in transport, but also to methodically and effectively transfer this knowledge within vocational education institutions.