INTERDISCIPLINARITY IN THE PROFESSIONAL TRAINING OF FUTURE ENGINEERS

Keywords: interdisciplinarity, engineering education, interdisciplinary process, professional competenc-es, professional training, self-education

Abstract

The article reveals the interconnection of economic, scientific and technical factors in engineering training. The article explores that global enhanced interdisciplinarity has been discussed in the engineering education context from the early 21st century. It has been found out that there is no disagreement about its importance for the engineers, the key question has been how to implement theory into practice both in the curriculum and in the actual learning enhancement phase. Interdisciplinarity in the engineering education is considered as a basis for critically new competitive engineering solutions. The indicators proving the availability of interdisciplinary management system at a higher educational institution are outlined. The necessity of using interdisciplinary educational technologies in the process of training engineers has been substantiated in the article. The decisive significant feature of interdisciplinarity in education under the condi-tion of sharp growth in information activity and the increased role of intellectual property items in modern economy are demonstrated. Interdisciplinarity is based on the network relations among the studied disciplines. Goal, content, and trends in interdisciplinarity are presented in the system of engineering training. It has been claimed that interdisciplinarity, which envisages systemic integration of acquired knowledge into the individual’s worldview, enables to transform abstract information into applicable skills and competencies. Interdisciplinary tasks of engineering education boost intensive international collaboration and intercultural cooperation. It is concluded that the interdisciplinarity of the educational process should be focused on the development of human consciousness and the level of moral, socio-economic, professional competencies. It is shown that the transition to interdisciplinary education is a problem of values, rational will and choice.

Downloads

Download data is not yet available.

References

Chan, D. (2009) A global engineer for the global community. Policy Engagement, 1 (2), 4-9.

Jacobs, H.H. (1989). Interdisciplinary Curriculum: Design and Implementation. Alexandria, Va: Association for Supervision and Curriculum Development.

Klein, J.T. (1990). Interdisciplinarity: History, theory, and practice. Detroit, MI: Wayne State University Press.

Lattuca, L.R. (2003). Creating Interdisciplinarity: Grounded Definitions from College and University Facul-ty. History of Intellectual Culture, 3, 20-26.

Levine, A. (1978). Handbook on the undergraduate curriculum. San Francisco: Jossey-Bass.

Maasen, S. (2000). Inducing Interdisciplinarity: Irresistible Infliction? The Example of a Research Group at the Center for Interdisciplinary Research (ZiF), Bielefeld, Germany. In N. Stehr, & P. Weingart (Eds.), Practising Interdisciplinarity (pp. 173-193). Toronto, ON, Canada: University of Toronto Press.

Mayville, W. V. (1978). Interdisciplinarity: The mutable paradigm. AAHE/ERIC Higher Education Research Report (Issue 9; P. 1-9). Washington, DC: American Association for Higher Education.

McGrath, E. J. (1978). Interdisciplinary studies: An integration of knowledge and experience. Change: The Magazine of Higher Learning, 10, 6-9.

Meeth, R. (1978) Interdisciplinary studies: A matter of definition. The Magazine of Higher Learning, 10, 7: Report on teaching: 6, 4-17.

National Council for Technological Education (NRT). (2011). National guidelines for engineering education. URL: http://www.uhr.no/documents/Nasjonale_retningslinjer_ for_ingeni_rutdanning_ENGELSK.pdf

Newell, W.H. (2013). The State of the field: Interdisciplinary theory. Issues in Interdisciplinary Studies, 31, 22-43.

Improving College and University Teaching, 30, 23-30.

Patil, A. (2008). Global accreditation for global engineering attributes: A way forward. URL: http://acquire.cqu.edu.au:8080/vital/access/services/Download/cqu:4206/ATTACHMENT01?open=true

Piaget, J. (1972). The Epistemology of Interdisciplinary Relationships. In L. Apostel (Ed.). Interdisciplinari-ty: Problems of teaching and research in universities (pp. 127-139). Paris: Organization for Economic Cooperation and Development.

Repko, A. (2011). Interdisciplinary Research: Process and theory (2nd rev. ed). Los Angeles: SAGE Publ. Inc.

Shields, D., Verga, F., & Blengini, G. A. (2014). Incorporating sustainability in engineering education. Adapting current practices to mining and petroleum engineering education. International Journal of Sustainability in Higher Education, 15 (4), 390-403.

Kotun, К. (2021). Feathers of lifelong teacher education in Sweden. Adult Education: Theory, Experience, Prospects, 1(19), 170-179. https://doi.org/10.35387/od.1(19).2021.170-179

Kotun, K. (2020). Legislative support of teacher professional development in Ukraine. UNESCO Chair Journal "Lifelong Professional Education in the XXI Century, (2), 13-17. https://doi.org/10.35387/ucj.2(2).2020.13-17

Tarvainen, M. (2006). Engineering education and interdisciplinary studies. URL: http://www.pantaneto.co. uk/issue22/tarvainen.htm

Thorén, H., Persson, J. (2013). The Philosophy of Interdisciplinarity: Sustainability Science and Problem-Feeding. Journal for General Philosophy of Science, 44, 337-355.

Tymkiv, N. (2018). Specific features of forming interdisciplinary teams and designing projects in Petroleum Engineering. Szkoła – Zawód – Praca, 15, 13-21. URL: https://repozytorium.ukw. edu.pl/handle/item/5755

UNESCO. (1998). World declaration on higher education in the twenty-first century: vision and action. Paris: UNESCO House. URL: http://www.unesco.org/cpp/uk/declarations/world.pdf

Wu, Y. (2014). Training mode and mechanisms for the excellent engineers programme. World Transactions on Engineering and Technology Education, 12 (4), 701-705.


Abstract views: 428
PDF Downloads: 332
Published
2021-12-31
How to Cite
Tymkiv, N. (2021). INTERDISCIPLINARITY IN THE PROFESSIONAL TRAINING OF FUTURE ENGINEERS. UNESCO Chair Journal Lifelong Professional Education in the XXI Century, 2(4), 55-61. https://doi.org/10.35387/ucj.2(4).2021.55-61