Formation of Pedagogical Research in The Self-Preparation of Engineers for Innovative Activity in The Context of Integration of Education, Science, and Production

The Pedagogical Basis of Self-Preparation of Engineers to Implement Innovative Activity in Conditions of Integration of Education, Science and Production The research responds to a considerable gap in knowledge the absence of a pedagogic model that bridges the gap between theoretical learning in the classroom and independent creative practice in engineering education. During a time of rapid industrial evolution, creative problem solving, research, and lifelong by practices associated with either creation theory or marshalling change, are often not our strongest suits as graduates come out of the university and enter in the institution within either model. The study used a methodological approach based on competencies and project technology. Its analysis focused on pedagogical structures, technologies for education and integrative cooperation schemes between universities, research institutions and production firms. The research sought to determine approaches to promote self-directed learning, design culture and innovation preparedness among engineering learners. Results indicate that combining digital technologies with open education principles has quite positive effects on students’ autonomy, accountability and critical thinking. It unites educational institutions and industries, outlines the model of a graduate, and thus the development of project-based learning in an engineering-educational cluster strengthens this cooperation ensuring that key professional competencies are formed. The results indicate that the informatization of education not only contributes to the intellectualization of learning processes but also allows us to overcome the separation between teaching and self-preparation. Providing the relevant application of computer technologies and distance education tools promotes permanent professional development and adaptability in the face of industrial innovation. This study suggests that the combination of education, science and production is a strategic direction of training of engineers who will be able to self-direct their own innovative and sustainable development throughout their entire professional career, taking into account their interests, needs and opportunities. Adopting such competency based pedagogical models would go a long way in enhancing the quality and innovation potential of the engineers of the future and also the national economic competitiveness.