Project research activity in the formation of environmental competence: content, features, approaches and tools

Abstract

The article is devoted to analyzing the directions for improving the training of engineering specialists in the People's Republic of China. It examines the reform of the national system of engineering education aimed at preparing a new generation of professionals capable of mastering in-depth technical knowledge and acting effectively in the context of innovation breakthroughs, socio-economic challenges, and the global market. One of the leading directions of the reform is the implementation of an interdisciplinary approach that integrates technical, natural, and humanities components. In particular, special attention is given to courses in artificial intelligence, biotechnology, design, and social sciences. This approach fosters systemic thinking, innovativeness, leadership skills, and a high level of moral responsibility among students. At the same time, teaching methods are being modernized: the importance of project-based learning, individualized educational trajectories, and the use of digital tools – such as virtual reality, simulation modeling, and intelligent platforms – is growing. This transformation ensures technological flexibility and promotes the acquisition of practice-oriented competencies aligned with the needs of modern industry. A third important vector of the reform is the deepening of cooperation between universities and enterprises through internships, joint research projects, and the involvement of industry specialists in the educational process. This approach brings engineering training closer to real production conditions, fosters the development of applied experience, and contributes to the formation of professional identity. The article analyzes the experience of Beijing Polytechnic University, Tianjin University, and Chongqing University, which demonstrates the effective implementation of innovations in engineering education through the integration of digital technologies, interdisciplinary approaches, and industry collaboration. In Beijing, the emphasis is placed on project-based learning and virtual laboratories; in Tianjin – on dual education and partnerships with enterprises; and in Chongqing – on the training of engineering educators using digital platforms. This experience serves as a model for the modernization of engineering education.