Current Issues in the Development of the 'Engineering and Computer Graphic' Course for Engineering Students

Abstract

Objective. Certain trends in the development of contemporary higher education have given rise to consequences that adversely affect the quality of future specialists' preparation. In particular, the reduction in instructional hours allocated to engineering and computer graphics – as stipulated in newly adopted curricula – substantially complicates the effective training of students in engineering specializations, especially regarding proficiency in CAD software packages. A further contributing factor is students' insufficient foundational mathematical preparation, which limits their ability to fully leverage the capabilities of modern graphics packages and to employ integrated programming tools for the automation of design tasks. Objective. This study reviews current practices in the teaching of engineering and computer graphics, identifies their key limitations, and substantiates pathways for enhancing the effectiveness of students' acquisition of geometric modeling skills in modern CAD systems at a level that exceeds standard user proficiency. Methods. The study employs the following research methods: analysis of existing methodological approaches to teaching engineering and computer graphics; a review of recent scholarly publications on the integration of 3D technologies and CAD systems into engineering education; and theoretical synthesis of the mathematical foundations underlying geometric modeling in CAD environments. The study defines the direction and means for advancing students' professional preparation and outlines prospects for the further development of the discipline's teaching methodology. Results. It has been established that conventional methodologies for teaching engineering and computer graphics significantly limit students' ability to utilize the full range of capabilities offered by modern CAD packages. The study proposes supplementing the foundational course with elements of vector algebra and vector analysis – including the parametric definition of curves and surfaces, coordinate transformations in three-dimensional space, and kinematic surfaces – as well as programming fundamentals for automating design tasks using CAD-integrated tools. It is argued that this approach fosters the development of competencies that extend beyond standard user proficiency, enabling deeper and more effective engagement with modern graphics software. Conclusions. The further advancement of engineering and computer graphics pedagogy is closely tied to the incorporation of mathematical foundations for the study of planar and spatial objects into the course curriculum. Such preparation should be regarded as a prerequisite for the development of comprehensive engineering-graphic competence, enabling students to independently configure software for their own design needs and to effectively automate design workflows. Directions for further research include the development of targeted instructional materials and practical assignments for students' independent study, aimed at building proficiency in the programming tools integrated into contemporary CAD packages.