Adaptive educational and testing computer programs in the system of engineering STEAM education in Ukraine

Abstract

Abstract: The STEAM approach in the educational process contributes to the development of students' engineering thinking with elements of creativity, as well as a comprehensive vision of problems and non-standard ways of solving them with the possibility of synthesizing new information. This approach is especially important today, under martial law in Ukraine, when developing creativity in future engineers and fostering creative approaches to the creation of new technology prototypes is a pressing task. The purpose of the article is to substantiate the development and implementation of adaptive Computer-based Learning and Testing Softwares (CBLTSs) as a way to introduce STEAM education into the educational process in order to stimulate students' creativity, taking into account their individual abilities and development. Methods. The methodological basis of the study includes a systems approach, theoretical analysis of scientific sources, data systematization, and comparative generalization to assess the prospects for implementing adaptive learning and testing technologies in the educational process. Results. The article highlights the features of developing creative competence using the “Sikorsky” distance learning platform, an open virtual learning environment at the National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute” (Igor Sikorsky KPI), which provides administrators, teachers, and students with broad opportunities to apply modern distance learning technologies. Methods involving interactive technologies are especially relevant, as they give students access to professional research and engineering developments at Igor Sikorsky KPI and implement STEAM education through adaptive CBLTSs. Adaptability is ensured by the programmed response of CBLTSs to students' activity and the accuracy of their answers to test questions. Educational functions are enhanced through repeated launches with randomized questions, response analysis, and recommendations for effective information sources. Test tasks are formulated to avoid ambiguity and help form correct answers. Conclusions. The development and implementation of adaptive CBLTSs in Ukraine’s engineering STEAM education system are driven by the transition to distance learning, wartime challenges, and the need to improve efficiency and continuity in education. Implementing CBLTSs enables the combination of educational and ongoing assessment functions. Setting creative tasks fosters logical and engineering creative thinking with elements of information synthesis, essential for developing and introducing new designs and technologies. Keywords: STEAM education, engineering thinking, adaptability, creativity, Computer-based Learning and Testing Softwares (CBLTSs), competency-based approach.