Tatiana N. Suvorova

The relevance of the study is determined by the necessity to ensure the technological sovereignty and digital independence of the Russian Federation, which is impossible without high-quality training of personnel for the IT industry. In the context of global digitalization, the effectiveness of students' career guidance becomes a critical component of the state personnel policy, allowing for a balance between labor market needs and the professional aspirations of youth. The acute demand for IT specialists necessitates a deep digital transformation of schools and the implementation of innovative career guidance tools. The key problem is the low efficiency of the traditional information-diagnostic approach based on passive informing and formal testing. The aim of the article is to scientifically substantiate the necessity of applying subject-oriented, activity-based, and integrative approaches to the development of digital educational resources that have the required didactic potential for supporting the professional self-determination of schoolchildren in the field of information technology. The methodological basis consists of the following approaches: the subjective approach, which views the student as an active subject in choosing a profession; the activity-oriented approach, implemented through the technology of professional trials and the execution of labor actions in a modeled environment; and the integrative approach, implemented within the framework of the social partnership concept in education. The article analyzes the didactic potential of digital educational resources developed within the "Data Lesson" project. These resources ensure the implementation of new types of student learning activities, changes in the interaction between participants in the educational process, individualization and personalization of support for students' professional self-determination, and expansion of educational content by including materials on advanced digital technologies. The theoretical significance lies in expanding the applicability of the functional approach to assessing the didactic potential of next-generation digital educational resources. The practical significance is confirmed by data from the large-scale implementation of the All-Russian career guidance project "Data Lesson," which has been successfully piloted in all regions of Russia.

The relevance of the study is due to the didactic opportunities of 3D technology tools for training the in-demand “engineer of the future”, who would have research skills and experience of intellectual work, supported by modern high-tech tools. The problem that the study is aimed at is determined by the need to form a special engineering style of thinking in the conditions of a digital educational environment, which implies readiness for research, creativity, responsibility, intellectual skills. The purpose of the study is to identify the features of the use of 3D technology for the formation of engineering thinking as an important competence of an in-demand specialist in digital society. The methodology is based on a theoretical analysis and generalization of scientific works, the significance of which is recognized by the scientific community in the field of digitalization of education, training of engineering and technical personnel, three-dimensional modeling, and the use of software for the development of thinking. The paper clarifies the essence of the concept of “engineering thinking” in the context of training specialists for Industry 4.0 and substantiates the potential of 3D technologies for the formation of engineering thinking as a necessary quality of personnel in the digital economy. The authors formulate the principles of organizing research activities of students in 3D-modeling. Evaluation of the formation of engineering thinking, analysis of design works of students using 3D technology to solve the whole spectrum of professional tasks of a future specialist, generalization of the results of design work were carried out in the process of a pedagogical experiment. The sign criterion G was used as a method of statistical processing and verification of the reliability of the results. In conclusion, the features of engineering thinking formation using 3D technologies in the educational process are summarized. The materials of the article can be used, firstly, for pedagogical support of the formation of engineering thinking of students in the process of design activity to develop “smart” solutions and design 3D models; secondly, for vocational guidance, personal self-determination, taking into account the challenges of the future and the requirements of Industry 4.0.

The relevance of the research is due to the didactic opportunities of 3D modeling tools for personally-oriented learning and involving students in solving problematic tasks of a creative nature, as an important condition for improving the quality of educational results and training of graduates. The research problem is determined by the contradiction between the opportunities of 3D technologies to improve the quality of learning by taking into account the individual characteristics of the student’s personality, cognitive interests, professional aspirations and the learning model used in educational organizations. The aim of the study is to substantiate theoretically and verify experimentally the effectiveness of 3D modeling technologies use for personalization and improving the quality of learning. The research methodology is based on the analysis and generalization of the works of foreign and domestic authors concerning the issues of learning personalization, 3D modeling tools use for the design of educational environment. Evaluation of the quality of learning, analysis of three-dimensional models, observation, and generalization of the results were carried out during the pedagogical experiment. 55 fourth-year students of the Faculty of Computer and Physical and Mathematical Sciences of the Vyatka State University in Kirov were involved in the study. Statistical validation of the obtained results reliability was performed with the use of Mann-Whitney test. The authors clarified the concepts of “personalization of learning”, “creative activity” taking into account challenges to the digital educational environment and focusing on the training of specialists who would be in demand in future. The problems of personalization of education (awareness of choice, gradation of the system of tasks) are identified; they are described from the perspective of teachers and students. The potential of 3D-technologies with respect to improving the quality of graduates’ training is investigated due to the possibilities of taking into account their individual age and psychological characteristics in a personalized educational program. Some features of personally-oriented learning based on 3D modeling technologies are revealed by the authors on the example of conscious choice by students of a software tool, the study of theoretical foundations and three-dimensional modeling tools, solving structured tasks of a creative nature, constructing design solutions. The materials of the article may be used, firstly, to ensure the personalization of learning during the creative work of students to make 3D models; secondly, to support vocational guidance and personal self-realization, taking into account the priorities of the digital economy.

The author shows the impact of electronic educational resources on the development of a number of components of methodical system of training, such as the content of teaching material, forms and methods of students’ activity. The author outlines the importance of the system approach to the development and implementation of e-learning resources.