PREPARING PROSPECTIVE ENGINEERS FOR PROFESSIONAL ACTIVITY BASED ON AN INNOVATIVE APPROACH
Keywords:
part-time education, distance learning, engineering education, professional competencies, independent learning, self-management, pedagogical technologies.Abstract
This study analyzes the pedagogical features of preparing engineering personnel who study in part-time and distance learning formats while actively working in industrial settings. The research provides a scholarly rationale for the didactic differences between full-time and part-time education systems, including variations in workload and time regulations, patterns of communicative interaction among learning actors, and the priority of independent learning. Based on empirical evidence, the study highlights typical challenges faced by part-time students, such as time constraints, psychophysiological workload, principles of adult education, and the formation of competencies integrated with workplace practice. The findings substantiate the need to apply high-intensity, health-preserving, and learner-centered pedagogical technologies in distance and part-time education and contribute to developing scientific and methodological recommendations for modernizing engineering education.
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