Перегляд за Автор "Tarasov Volodymyr"

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    The role of STEM education in the professional training of future specialists in engineering and pedagogical fields
    (Alfred Nobel University, 2024-12-19) Tarasov Volodymyr; Tyutyunov Oleg
    The article is devoted to analysing the implementation of STEM education in higher education institut ions, aiming to develop competencies in future specialists in engineering and pedagogical fields necessary for effective activity in the context of rapid technological advancements and global labour market changes. It has been determined that, in the context of dynamic changes in technological and economic spheres, the education of future specialists in engineering, pedagogy, and technical disciplines should focus on mastering complex interdisciplinary knowledge and skills that enable the resolution of challenging professional tasks using modern technologies. The purpose of the article is to determine specifics of STEM technologies implementation in higher education, to identify key aspects of integrating STEM education into the educational process, and to outline the challenges encountered during its implementation. The study employs methods of semantic and content analysis, as well as generalisation and systemat isation of approaches to defining the essential characteristics of STEM education for students of engineering and pedagogical specialities. The review of scientific works highlights STEM education as a powerful tool for developing critical thinking, analytical abilities, creativity, and an interdisciplinary approach. STEM education facilitates the integration of mathematics, engineering, technology, and science, allowing students to gain profound knowledge in their specialisation and develop systematic thinking for solving contemporary scientific and technical problems. The analysis of regulatory documents governing the implementation of STEM education globally and in Ukraine has been conducted. The significant role of educational authorities, private initiatives, and the creation of laboratories and centres, as well as institutions of general secondary and extracurricular educat ion, in introducing STEM technologies into learning activities and professional training, has been emphasised. The existing approaches to implementing STEM education in the educational process of higher education institutions have been analysed. It has been identified that the key characteristics of this approach include a focus on practical activities, the integration of digital technologies, the use of innovative teaching methods, and active student participation in project-based activities. It is concluded that forms of learning such as laboratory work, internships, and project team activities contribute to developing practical skills necessary for solving real-world problems in professional activities. In addition to analysing the advantages, challenges and difficulties associated with implementing STEM education have been outlined. The main issues identified include insufficient material and technical resources, a shortage of highly qualified instructors, and weak integration of interdisciplinary knowledge into curricula. The necessity of updating curriculum content and creating modern infrastructure to support STEM education has been substantiated. The importance of continuously improving teachers’ professional competencies and motivating students to master complex technical disciplines has also been highlighted. The conclusion is drawn that the result of implementing STEM education is the formation of STEM competence in learners, which determines their ability to solve complex interdisciplinary tasks in their professional activities. Such competence in students of engineering and pedagogical specialities can ensure not only their professional development but also their ability to lead students’ educational activities on an innovative basis.