Keyword: «engineering thinking»

STEM-education develops. As one of the main global trends and is based on the application of an interdisciplinary and applied approach, as well as on the integration of all five areas into a single scheme of learning. That is why, the module for the development of abstract thinking – construction – is included in STEM.

The article examines the pedagogical characteristics of the STEM educator as a professional capable not only of delivering integrated knowledge from scientific and technical domains but also of fostering engineering thinking, inquiry-driven engagement, and self-confidence in students’ creative potential. Drawing on an analysis of both international (2020–2025) and Russian research, the paper argues that the effectiveness of the STEM approach depends less on the level of technological equipment and more on the teacher’s humanistic orientation–specifically, their ability to connect technical challenges with real human needs and to cultivate a learning environment where failure is perceived not as a setback but as a stage in the journey of discovery. Particular emphasis is placed on the Russian context, including data from national monitoring studies, practices of innovative educational sites, and the challenges faced by teachers in mainstream schools when implementing interdisciplinary instructional models.

The article discusses the possibilities of integrating the content of physical education and the tasks of patriotic education in the context of implementing the Federal State Educational Standard. It is shown that the history of Russian engineering thought is a powerful educational resource that allows students to develop a sense of pride in the achievements of Russian science and technology, respect for the work of engineers, and an understanding of the role of scientific knowledge in the development of the country. The paper presents practical tasks and project-based activities aimed at developing engineering thinking, civic responsibility, and a value-based attitude towards Russia's scientific and technological heritage.

The article proposes a methodology for fostering engineering thinking among students in grades 7–8 within extracurricular physics education through the STEAM framework. The selection of this age group is substantiated by developmental considerations: the transition from concrete to formal operational thought and heightened responsiveness to hands-on, purposeful activity. The methodology is grounded in problem-based project work, wherein physical laws are not taught as isolated facts but as tools for designing functional technical solutions. Core components include an iterative design cycle (concept → prototype → testing → reflection → refinement), integration of scientific, engineering, technological, and artistic–design elements, and emphasis on locally relevant, socially meaningful challenges. Pedagogical implementation conditions and potential instructional pitfalls are discussed. The approach aims not at teaching isolated technical skills, but at cultivating a sustainable engineering mindset – the capacity to recognise in natural phenomena a foundation for rational and responsible transformation of the world.