The content and results of implementing a model for preparing future engineers for socio-practical activities in a production environment

this scientific article presents an in-depth exposition of the content, objectives, tasks, and outcomes of implementing a pedagogical model for preparing future engineers for socio-practical activities within the context of real production processes. The relevance of the study stems from the increasing demands on the level of professional training of technical specialists, the necessity of their adaptation to rapidly changing production environments, and the growing importance of social aspects in the engineering profession. At the current stage of societal and economic development, an engineer is no longer confined to performing solely technical tasks – there is an expectation for a high level of communication competence, the ability to work collaboratively, make informed decisions under uncertainty, and interact with various stakeholders in the production process. All of this necessitates a reconsideration of traditional approaches to engineering education and the search for new, effective pedagogical models. The study involved a comprehensive analysis of modern requirements for engineering activities, including the integration of digital technologies, automation of production processes, the development of the "Industry 4.0" concept, as well as social factors such as environmental responsibility, engineering ethics, sustainable development, and corporate culture. It was determined that successful professional activity for modern engineers is impossible without a developed system of soft skills, which includes critical thinking, communicative flexibility, emotional intelligence, and leadership qualities. Based on the analysis of theoretical sources and practical experience from leading technical universities, a pedagogical model was developed, aimed at gradually forming students' readiness for social and practical adaptation in real production environments. The developed model consists of four key components: target-oriented, content-based, procedural, and result-oriented. The target-oriented component defines the overall strategy for preparing students for professional and social adaptation. The content component encompasses knowledge formation regarding modern technologies, principles of functioning of production systems, and the socio-economic aspects of engineering work. The procedural component is implemented through active teaching methods – project-based learning, industrial internships, case studies, simulation games, and collaborative learning. Special attention is given to organizing interactions between students and mentors from among specialists at production enterprises, which ensures continuity between theoretical education and actual labor activity. The result-oriented component reflects the achieved level of professional competence, social maturity, and readiness for independent production activities.

engineer, production, socio-practical activity, content, model, professional, pedagogical, analysis, training, systemic, education, student