Structuring the Post-COVID-19 Process of Digital Transformation of Engineering Education in the Russian Federation

Abstract

The temporality of the socio-technological transformations of industry 4.0 has exacerbated the problem of introducing and using digital technologies in the educational process. The development in this area is due to the presence of unique global challenges, the availability of digital devices, and the experience of distance learning due to the COVID-19 pandemic. As part of the work, a statistical study was conducted aimed at establishing the average level of proficiency in the basic skills of independent search for information on the Internet. A classification of digital solutions is formulated, and an attempt is made to synthesize criteria for the successful integration of digital solutions into the educational process, the following groups are distinguished: organizational, auxiliary, structural, and specialized. Independent searching for information is considered an element of the educational process, which changes almost uncontrollably, unlike other solutions in the field of digitalization of education. The process of digitalization is presented as a set of four elements, the successful implementation of which will allow the effective implementation of digital technologies in the educational process. An element of digital infrastructure is highlighted; an element of organization, an element of integrating teachers into a new digital educational environment, and a student element. It is concluded that it is necessary to introduce courses of additional competencies dedicated to working with information; the idea of integrating master’s students into research aimed at solving modern global challenges with the help of digital technologies is proposed.