Continuity of research training traditions within the pedagogical system of an engineering scientific school at a technical university
DOI:
https://doi.org/10.33910/1992-6464-2025-218-51-61Keywords:
continuity, tradition, research-based training, pedagogical system, engineering scientific school, technical university, engineerAbstract
Introduction. The article examines the pedagogical system of an engineering scientific school at a technical university as a contemporary methodological foundation for the tradition of research-based training for future engineers. This system addresses the challenges of the proactive development of the scientific-industrial sector, thereby creating conditions for achieving technological sovereignty within the national engineering education system.
Materials and methods. The study draws upon current scientific articles indexed in the Russian Science Citation Index (eLIBRARY), a monograph, and archival materials. These sources reflect the pedagogical, historiographical, and epistemological aspects of the formation and continuity of research training traditions for Russian engineers from 1700 to the present. The research methodology is based on the analysis and synthesis of source data, alongside the generalization and systematization of the characteristic conditions and specific features that have shaped this continuity across different stages in the evolution of engineering education in Russia.
Result of investigation. The patterns in the genesis of the engineering scientific school identified in the section titled “The Development of the Pedagogical Tradition in Engineering Scientific Schools as a Source of Knowledge about the Pedagogical System”, combined with an analysis of modern theoretical perspectives on pedagogical tradition as a scientific-pedagogical phenomenon (presented in the section “Theoretical Aspects of Continuity in the Pedagogical Tradition of Engineering Scientific Schools”), have enabled the identification of distinctive features of the modern engineering scientific school's pedagogical system. These features enhance the potential for effective research-based training of future engineers. In the section “The Pedagogical System of the Engineering Scientific School in the Contemporary Context”, the study culminates in a detailed, element-by-element description of the pedagogical system of an engineering scientific school at a technical university, serving as the synthesizing outcome of this scientific-pedagogical research.
Conclusion. The study yields new insights into the pedagogical system of the engineering scientific school in modern conditions. These insights create opportunities for refining the forms and methods of research-based training for future engineers in technical universities. This refinement is guided by a holistic methodological approach grounded in the continuity of tradition and the unique characteristics of the engineering scientific school.
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