Implementation of advanced methods in engineering professional education

Yuliia Bielova-Oleynik; Hanna Mosiienko; Larysa Tereminko; Oleksandr Khytko; Mykola Madinov

doi:10.22633/rpge.v29i00.20235

Authors

Yuliia Bielova-Oleynik Berdyansk State Pedagogical University https://orcid.org/0000-0003-1837-4329
Hanna Mosiienko V. N. Karazin Kharkiv National University https://orcid.org/0000-0001-5603-8380
Larysa Tereminko State University “Kyiv Aviation Institute” https://orcid.org/0000-0002-6000-7365
Oleksandr Khytko Ukrainian State University of Science and Technologies https://orcid.org/0009-0009-8092-0117
Mykola Madinov State University of Information and Communication Technologies https://orcid.org/0009-0005-5910-8774

DOI:

https://doi.org/10.22633/rpge.v29i00.20235

Keywords:

innovative technologies, educational digitalisation, vocational training, technical education, digital tools, learning strategies

Abstract

The article examines the introduction of innovative technologies in the training of technical specialists at European universities from 2020 to 2024. Particular attention is paid to the analysis of pedagogical approaches that aim to integrate modern technologies into the educational process, thereby improving the practical training of future specialists. The research methodology is based on an integrated scientific approach, including spatial analysis, multidimensional scaling (MDS) to visualize the dynamics of changes, mathematical modelling, and regression analysis to assess the relationship between the use of technology and the level of student training. The study results show that more than 85% of European university professors report a significant increase in students’ practical competencies due to the integration of innovative platforms. It was found that the use of augmented reality increases student interest by 34%, and automated assessment systems improve the objectivity of results by 28%. The study offers recommendations for optimizing curricula and introducing interdisciplinary approaches that contribute to students’ professional training in a global context.

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Author Biographies

Yuliia Bielova-Oleynik, Berdyansk State Pedagogical University

Doutora em Ciências Pedagógicas. Professora Associada do Departamento de Educação Profissional e Tecnologia, Faculdade de Física e Matemática, Educação em Computação e Tecnológica, Universidade Pedagógica Estadual de Berdyansk, Zaporizhzhia (Ucrânia).

Hanna Mosiienko, V. N. Karazin Kharkiv National University

Doutora em Ciências Pedagógicas. Professora Associada, Departamento de Engenharia Elétrica e Engenharia de Energia, Instituto Educacional e Científico “Academia Ucraniana de Engenharia e Pedagogia”, Universidade Nacional V. N. Karazin de Kharkiv, Kharkiv (Ucrânia).

Larysa Tereminko, State University “Kyiv Aviation Institute”

Doutora em Ciências Pedagógicas. Professora Associada, Departamento de Engenharia Elétrica e Engenharia de Energia, Instituto Educacional e Científico “Academia Ucraniana de Engenharia e Pedagogia”, Universidade Nacional V. N. Karazin de Kharkiv, Kharkiv (Ucrânia).

Oleksandr Khytko, Ukrainian State University of Science and Technologies

PhD, Associate Professor, Department of Casting Production, Faculty of Electomechanic and Electrometallurgy, Dnipro Metallurgical Institute, Ukrainian State University of Science and Technologies

Mykola Madinov, State University of Information and Communication Technologies

Mestranda, Departamento de Telecomunicações, Universidade Estadual de Tecnologias da Informação e Comunicação, Kyiv (Ucrânia).

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