Competency-Oriented Pedagogical Technologies in the Course «Engineering and Computer Graphics»

Abstract

The article is devoted to the urgent problem of theoretical substantiation and practical implementation of methods for developing professional competencies of higher technical education students during the study of "Engineering and Computer Graphics." The authors investigate the transformation of the educational process in the context of digitalization by integrating distance learning technologies alongside traditional classroom instruction within a blended learning model. Based on a seven-year analysis of pedagogical experience at Igor Sikorsky Kyiv Polytechnic Institute, specifically the implementation of a distance course deployed on the "Sikorsky" distance learning platform (Moodle environment), the effectiveness of its application in educational practice is proven. The study reveals the methodology for integrating synchronous sessions via the ZOOM platform with asynchronous interaction between students and digital content.

The scientific novelty of the research lies in the development of a discipline syllabus that aligns with modern requirements for technical university graduates. Specifically, it introduces 3D modeling of technical objects, parameterization, and the creation of electronic component libraries within the AutoCAD CAD environment. Furthermore, the psychological and pedagogical aspects of first-year students' adaptation to the specific nature of graphic disciplines are taken into account. The article highlights the role of multimedia resources, such as interactive lectures and video tutorials within the distance course, in bridging the gap between the graphic literacy level of secondary school graduates and the requirements of a technical university.

Monitoring results demonstrate steady positive dynamics in the formation of professional competencies among students. Findings indicate an improvement in the quality of complex graphic tasks, a clear understanding of applying European and international standards adapted in Ukraine for engineering documentation, and the acquisition of CAD skills for 3D modeling and parameterization. Additionally, a significant increase in student autonomy was observed. The practical value of the study lies in the potential application of the proposed methodology to other technical courses to enhance students' independent cognitive activity and optimize educational trajectories.