Nikita I. Fomin

The relevance of the research topic is due to the need to provide personnel for the process of large-scale digital transformation of the construction industry by training graduates of universities with architecture and construction focus who have meta competences to solve complex professional problems that require the ability to apply digital technologies in combination with elements of engineering creativity. The paper presents the results of the analysis of modern digital technologies to identify trends in the development of the digitalization process in the domestic construction industry. The prospects for their application in construction are determined. To form meta competences, the article proposes a pedagogical technology aimed at developing inventive competence among university graduates. The aim of the article is to develop pedagogical technology for building up inventive competence among graduates whose majors are architecture and construction to stimulate the digital transformation of the construction industry. The theories of technological approaches in education, competence-based approach, information and educational environment, inventive activity, as well as improving the training of builders and architects in the field of engineering creativity and industry invention served as the methodological basis for the research. To analyze the effectiveness of technology implementation in the educational process, the authors propose a level approach for assessing the level of inventive competence development in graduates. The content of each level is revealed using the example of the master’s program graduates. The implementation of the developed pedagogical technology is based on the use of a set of educational and methodological materials, and its key element is the author's original algorithm of divergent (evolutionary) formation of a patentable solution. An analysis of the experience of training future builders and architects at the Ural Federal University showed that inventive methods are advisable to use in solving complex and cutting-edge industry problems, a significant part of which are related to digital technologies and the objective need for their large-scale application. Examples of inventions containing elements of digitalization created by graduate students studying in the educational cluster of engineering creativity at the Institute of Construction and Architecture of the Ural Federal University are given in the article. The theoretical significance of the research results lies in substantiating the content of the levels of formation of graduates' inventive competence as a result of applying the developed pedagogical technology. The practical significance of the research results lies in determining the structure and practical implementation of the educational cluster of engineering creativity.

The relevance of the research is explained by the urgent need to intensify the universities’ innovative activity to solve the problems of the country technological development, the basis of which is the development of inventions in engineering field. The purpose of the article is to examine the characteristics of engineering inventive activity that currently exists in university practice and to identify the potentials for its intensive development. The research used methods of studying information sources, content analysis, expert assessments, written survey, interview, statistical and system analysis. The main empirical data were obtained during a survey and content analysis of interviews with experts, who were experienced university inventors and had a large number of patents and certificates of authorship. The article discusses the well-known concepts and models of inventive activity. Based on the obtained empirical data, the authors built a model of inventive activity for modern university specialists. Comparative analysis of this model and the well-known algorithm for solving inventive problems (ARIZ) by G.S. Altshuller made it possible to determine the characteristics of the structure and content of the inventive activity of university staff (teachers and researchers), as well as its limitations. The scientific novelty of the work lies in determining the specific features and disadvantages of university inventive activity and identifying opportunities to increase its activity and effectiveness. The hypothesis is substantiated and confirmed that there is a gap between conceptual and methodological achievements in the field of inventive creativity and the instrumental and methodological arsenal used by university inventors. The results of the research allow us to conclude that there is a potential for improving university inventive activity, which can be realized by enriching the instrumental and methodological arsenal, expanding and strengthening the range of motivating factors, as well as creating special mechanisms and services for the active involvement of young and experienced researchers in the inventive process.