Technologies for forming future engineers’ communicative readiness in the context of professional becoming

Abstract

In the context of the modernization of domestic education and the priority of the possession of professional competencies by specialists, a high level of communication skills in future engineers ensures the readiness of a university graduate to adapt to practical engineering activities in a constantly changing environment. The potential possibilities of the educational process of the university in the formation of professional and communicative competence of future engineers in the field of artificial intelligence technologies are determined. The scientific significance of the work is in the fact that innovative technologies for future engineers communicative readiness formation in the framework of professional training are indicated. The subject of the study is the educational process, in which future engineers communicative readiness is formed. The theoretical significance of the study is in the fact that the problem of forming future engineers communicative readiness in the educational area of higher education is considered in the context of increasing requirements and the need for competitive workers in social practice. Materials and Methods. Data were collected using two means interviews and questionnaires with two groups: face-to-face (n= 50) as well as online language learning (n= 50). They demonstrate that attitude toward communicative professional readiness concept is an effective theoretical framework for designing technologies to understand the components that affect students attitudes and apply them in learning environment. Results. Weve compared the groups results and identified a more positive attitude toward language learning in face-to-face environments than in online language learning means. The empirical methods enable us to evaluate future engineers attitude to learning environment. Conclusion. The practical significance of the results of the conducted research is that the results of the research can be useful to educators. Conclusions are given on the implementation of this technique and the main technologies for its realization are presented. Prospects for further research are the issues of using digital tools to organize targeted activities to form the communicative readiness of future engineers.