Keyword: «future engineers»

The purpose of this article is to diagnose the possibilities of the educational process at the Department of Heat and Gas Supply and Ventilation of the Engineering and Technical Institute of the North-Eastern Federal University named after M.K. Ammosov to test pedagogical conditions that contribute and are aimed at the effectiveness of the formation of sustainable motivation in the process of teaching special disciplines of future engineers. The article highlights and presents the following possibilities: trainees – orientation to in-depth study of special disciplines, a clear presentation of the tasks of their future professional activities; educational – educating the general personal qualities of students and constantly raising their level: cognitive activity, interest, determination, confidence in one's abilities; education of creative attitude towards the future profession; developing – creating favorable conditions for the development of personal characteristics of students: memory, critical thinking, logic, analytical abilities. In addition, during the establishing stage of experimental work, an assessment of the level of formation of motivation of students-bachelors of a technical university was carried out. The diagnostic tool for preliminary assessment of the levels of motivation formation of future engineers was various adapted methods for establishing the motives for teaching students at the university, their professional position, the expression of cognitive interests, group motivation, and the hierarchy of needs. The main empirical methods were questionnaires, interviews, surveys, conversations, questions about the motives of study, attitudes to the future profession, as well as long-term pedagogical observation of students during academic activities. As a result of the recording stage, it was determined that most students of control and experimental groups have a low level of motivation formation, which confirms the relevance of the problem of forming the motivation of bachelors and the need to solve it by testing pedagogical conditions.

The article is devoted to the development of a conceptual design for the technology of multilevel teaching of foreign languages to future engineers at a technical university based on an individual and differentiated approach. The relevance of the study is due to the socio-economic changes in Russia aimed at ensuring technological sovereignty through the education of highly qualified personnel. Federal legislation requires a transition to personalized strategies. However, teaching foreign languages at technical universities is associated with the problems of students’ low entry-level and the lack of division into subgroups, which makes it difficult to achieve high-quality results. The aim of the study is to provide a theoretical justification for the potential of an individual-differentiated approach, and to develop a concept and technology for teaching future engineers foreign languages at a technical university. The methodological basis is an individual and differentiated approach. The key principles are the zone of proximal development, variability of content and process, and an adaptive educational environment. The leading approaches include an analysis of domestic and foreign experience, which revealed a contradiction between the need for individualization and the lack of a systematic concept for a technical university. The main results include the development of a multi-level learning technology using Electronic Educational Modules in the LMS system. The structure of the EEM includes 11 sections that ensure comprehensive language training. The testing at the National Research University "Moscow Institute of Electronic Technology" (2022-2024) demonstrated the effectiveness of the approach. A comparative analysis of the groups revealed that students using the EEM showed an average increase in their language proficiency of 32%, which is 22% higher than the traditional methodology. A survey of 1,463 students confirmed an increase in motivation (86.5%) and work convenience (92.3%). The theoretical significance lies in the systematization of the principles of an individual-differentiated approach and the creation of a holistic pedagogical model that combines the target, content, procedural, and evaluative components. The practical significance is determined by the possibility of using the technology to improve the quality of engineering education and the development of universal competences. The implementation of the concept contributes to the training of engineers who are proficient in foreign languages as a tool for professional activities, which is in line with the strategic objectives of national development. The introduction of the technology optimizes the educational process by effectively combining independent student work using digital technologies with classroom activities.