Abstract
The paper analyzes the history of the establishing and development of the International Society for Engineering Pedagogy IGIP – one of the fi rst international organizations specializing in the theory and practice of training TVET teachers (TVET stands for technical and vocational education and training). Engineering pedagogy is presented as a part of TVET pedagogy, which considers the training of professional personnel in various specialties and areas. Engineering pedagogy dates back to the 1950s. It was centered around the International Society for Engineering Pedagogy IGIP established in 1972 in Klagenfurt (Austria) under the leadership of Adolf Melecinek. Russia joined this movement in 1995. In a number of engineering universities, IGIP Centers were established and have been successfully operating since then. TVET teachers improve their professional and pedagogical qualifi cations and, if their level of training and professional experience is confi rmed to the IGIP standards, teachers are awarded the title of “European Lecturer at an Engineering University”. The development trends of the International Society for Engineering Pedagogy in Russia are primarily associated with its integration into the system of continuous vocational (TVET) teacher training in the context of the digital transformation of society. It is necessary to systematically update the tasks set for IGIP. A new international standard (third generation) of the minimum pedagogical training required for university teachers has been developed. Cooperation with other partner organizations is being established. The IGIP publication system was revised (a new iGEP journal was established – International Journal of Engineering Pedagogy). Annual IGIP Symposiums contribute to integration processes in professional education and promote academic mobility. The centers for engineering pedagogy are accredited according to the international IGIP standard. An important task of the International Society for Engineering Pedagogy is not only the modernization of the scientifi c and methodological foundations of university engineering pedagogy in accordance with the urgent tasks of professional education, but also the improvement of the methodology of engineering and technical
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