Keyword: «engineering training»

The relevance of the research is determined by the need to develop a systemic approach to education quality management at the level of educational programs in the context of changing labor market requirements. The need to ensure that graduate training meets employers’ demands requires the development of regulatory, organizational and methodological aspects for assessing the effectiveness of educational processes. The aim of the work is to test the quality assessment model, analyze statistical data and identify the strengths and weaknesses of the bioengineering master's degree program. The approach to the organization of the model includes the development of criteria that reflect not only the set of requirements for the program accreditation, but also the analysis of students' academic achievements, allowing them to solve interdisciplinary tasks and adapt to the dynamic requirements in their professional activities. There is a set of methods applied in the work, namely: analysis of the regulatory acts regarding the requirements of the Federal State Educational Standard and the Self-established Educational Standard of higher education required by the university to open a program; systematization of accumulated experience in evaluating educational programs; pedagogical modeling and design of organizational and methodological mechanisms for ensuring interdisciplinarity and practice-oriented education, innovative development of the university; analytical work with data from the annual monitoring of the quality of graduate training. The results of the study confirmed that the model provides an assessment of the program effectiveness: at the operational level – through monitoring academic performance and involvement in project-based activities; at the strategic level – through an analysis of employment and professional adaptation of graduates. Growth areas were identified: the need to strengthen interdisciplinary design modules and expand partnerships with enterprises. The theoretical significance of the work is in the development of education quality management methodology through the integration of qualitative and statistical methods, which expands the possibilities to predict the long-term effects of educational programs. The practical significance consists in the development of an algorithm for implementing an assessment system that considers the specific focus of the program, determined by the material and technical base of universities and the needs of the industry. The results of the model testing can be scaled to other engineering areas, used to adjust the program to increase the competence of graduates in the use of digital technologies and strengthen the university's cooperation with regional enterprises.

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.