Keyword: «didactic potential of 3d modeling»

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.