This dissertation provides a comprehensive analysis of psycho-pedagogical and scientific-methodological literature, the Laws of Ukraine «On Education», «On Professional Pre-Higher Education», «On Complete General Secondary Education», the Education Development Strategy for 2022-2032, and the National Doctrine of Education Development. It substantiates the necessity of defining the learning objectives for an integrative physics course in institutions of professional pre-higher education in the engineering field in accordance with the outlined strategy for the development of professional pre-higher education system for 2022-2032.
The study explores contemporary trends in engineering education, emphasizing the integration of fundamental and applied knowledge. It is demonstrated that the effectiveness of mastering physics disciplines in professional pre-higher education depends on the adaptation of curricula to the professional needs of students.
The structure and content of the student-centered learning principle are determined as a harmonization of competency formation and learning outcomes. Discrepancies in the content of educational-professional programs for the specialties 123 Computer Engineering, 174 Automation, Computer-Integrated Technologies, and Robotics, 131 Applied Mechanics, 133 Industrial Mechanical Engineering, and 274 Automotive Transport are identified. The study substantiates the principles of the four-fold approach in teaching the integrative physics course: harmonization, competencies, student-centeredness, and learning outcomes. The possibilities of applying an interdisciplinary approach in teaching the integrative physics course are considered, facilitating students' ability to independently analyze engineering problems and develop optimal technological solutions.
Based on the five goals of Ukraine’s Education Development Strategy until 2032, the principles of student-centered learning are identified according to the Tuning Project methodology, and a triadic paradigm for shaping the educational trajectory of the integrative physics course in professional pre-higher education for the engineering field is formulated. On this basis, directions for updating standards, educational-professional programs, curricula, and syllabi for professional pre-higher education are determined. Key performance indicators of learning are defined, considering the level of professional competence formation, the ability to apply acquired knowledge in real production conditions, and the development of students’ engineering thinking.
It is concluded that the structure and content of the integrative physics course for the engineering field in professional pre-higher education, taking into account general technical and specialized disciplines, are formed based on the concept of theoretical generalizations of cross-cutting concepts, ensuring a continuous connection between theory and practice.
A model of the concept for the development of professional pre-higher education is formulated, emphasizing not a multitude of academic subjects, modules, and subject content but the ability of a specialist to demonstrate the practical implementation of acquired knowledge in professional activities. Based on this, a methodology for profession-oriented student-centered teaching of the integrative physics course for professional pre-higher education students in the engineering field under conditions of educational, scientific, and industrial complexes is developed and experimentally verified.
The feasibility and expediency of establishing a separate college unit within such a structure, enabling the integration of working curricula, identification of fundamental integrative subjects, and recognition of the integrative physics course as one of the key disciplines, are substantiated.
The integrative physics course in institutions of professional pre-higher education is defined as a course aimed at studying and applying physical principles, laws, concepts, and theories for developing new technologies, solving engineering problems, and optimizing technological processes. This ensures a high level of cognitive engagement among students in the educational process, consequently fostering the motivated development of critical thinking and practical skills, which enhances their independence.
