Keyword: «digital educational platform»

The current stage of development of pedagogical theory and practice is characterized by the transition to learning within the modern information educational environment based on digital educational platforms. The need to organize the educational process at the present stage is in conflict with the insufficient level of preparedness of teachers and students for educational activities in the new conditions. The proposed approach consists in the development and implementation in practice of the regulation of pedagogical interaction between the subjects of the pedagogical process. Based on a review of domestic and foreign studies, a system of requirements for the regulations (complexity, detail, particularity and unambiguity) is developed. The methodological basis for the design of the regulation is determined. It includes the theory of contextual learning, and the place of the regulation in it (as an element of the semiotic learning model). The pedagogical regulation based on six key provisions is described. First provision: description of the main used objects, events and activities, requirements for them, and all possible subjects of the regulated process. The second position: the orientation of each subject of interaction to achieve specific results, bringing together the overall goal of learning; complete and comprehensive designation and bringing the results to all subjects of the educational process. Third position: scheduling and synchronization of actions of the teacher and students; determination of the time frame for events and procedures planned within the course, regulation of the timing of the certain work implementation. Fourth provision: transparency and accessibility of information about the course of the educational process based on a certain format and procedure for notifying the subjects of the educational process about all significant time milestones. Fifth position: providing feedback and counseling. Sixth provision: regulation of the assessment system and transparency of the assessment system for all subjects of the educational process. In accordance with the accepted theoretical provisions, the exemplary content of the regulations for the pedagogical interaction of the subjects of the pedagogical process occurring within the framework of the information educational space is outlined. The theoretical significance of the study lies in the fact that a comprehensive approach to the construction of pedagogical regulations is proposed, which includes a methodological basis, a system of requirements and a structure. The practical significance of the proposed regulation is due to the fact that it will significantly compensate for the problem of insufficient readiness of teachers and students for educational activities (in its various aspects) within the framework of the modern information educational environment based on digital educational platforms.

The relevance of the research is due to the systemic gap between the outcomes of traditional construction personnel training and the rapidly increasing demands of the industry. Graduates often lack comprehensive integrated professional competency that synthesizes fundamental knowledge, practical skills in using modern software, and managerial and corporate competences. We see overcoming this contradiction in the strategic integration of academic and corporate university resources aimed at creating a holistic educational environment. However, the mere declaration of partnership is insufficient. Specific organizational and pedagogical mechanisms and tools are needed to ensure not episodic but systematic, manageable, and measurable interaction among all participants. Specialized project-based learning platforms are such tools, capable of becoming the digital backbone of integration. The aim is to identify and evaluate the integration potential of a digital project-based learning platform that facilitates interaction between academic and corporate components for the training of civil engineers (using the UrFU “Project Team Interaction” platform as a case study). The leading research method is an in-depth case study, implemented through a set of empirical methods including the analysis of students’ digital activity traces, a survey of three user groups (students, academic supervisors, corporate mentors), interviews, quantitative and qualitative data analysis, and statistical processing of the results. The study identified the architecture and defined the functional modules of the platform, covering the full cycle of student project management. Its application led to a significant improvement of students’ professional competences and reduced the subjective variance of final grades by making the process objective through digital activity traces. Corporate partners highly appreciated the transparency of the process and the possibility of prompt intervention, while the structured digital project portfolio increased graduates’ competitiveness in the labor market. The theoretical significance of the work lies in developing the concept of digitalization as a backbone element of integration processes in engineering education. The practical significance lies in presenting a proven model and tools that can be adapted by other technical universities to build effective industry-specific educational systems.