Formation of Engineering Thinking in Higher Education Students under Conditions of Integrated Teaching of Technical Disciplines

Abstract

The purpose of the article is to theoretically and empirically substantiate the model of engineering thinking formation of higher education students and determine the effectiveness of modern pedagogical technologies in this process. Methods. The study used a complex of general scientific and pedagogical methods: theoretical analysis and generalization of sources to determine the essence of engineering thinking; system analysis - to substantiate the model of its formation; modeling - to develop a pedagogical system; empirical methods (questionnaire, quantitative and qualitative analysis) - to assess the effectiveness of educational technologies. The experimental base was made up of students of technical specialties. Results. The article clarifies the essence of engineering thinking as an integrative ability to analyze, model, design, and optimize technical systems. A structural-functional model (target, content, procedural, and evaluative components) is developed. Didactic principles (interdisciplinarity, systematicity, practical orientation) are substantiated, and effective methods and technologies (project learning, case method, modeling, integrated laboratory work, flipped learning, VR/AR) are identified. Their effectiveness is empirically confirmed: 74.3% of respondents rate them as more effective compared to traditional ones, with a positive impact on motivation (65.7%) and practical training (up to 88.6%). The integrative nature of engineering thinking formation with the dominance of the comprehensive development of its components is proven. Conclusions. It is established that the effectiveness of the formation of engineering thinking is ensured by a systematic combination of interdisciplinary integration, practice-oriented methods and digital learning technologies. The feasibility of implementing integrated pedagogical models focused on the activity-based nature of the educational process is confirmed. The results of the study demonstrate the advantages of modern educational technologies in the training of future engineers and can be used to improve the content and organization of technical education.