In modern engineering education, the forms and methods of delivering educational content, as well as the integration of digital engineering technologies into the learning process, play a crucial role. They ensure personalized and flexible learning paths, provide access to professional information and engineering tools, and enhance students’ motivation and engagement in the educational process. The comprehensive integration of companies' digital and educational resources helps improve students' professional skills, fosters sustainable communication, mentoring, and career awareness among future engineers. In line with this, the paper proposes key approaches to improving engineering curricula by integrating the electronic resources of partner companies into the educational process. The study analyzed the awareness of university students and teachers about the electronic resources of industrial companies and the possibilities of their use in the learning process, as well as the motivation and effectiveness of using the educational, resource, and service bases of companies. Approximately 500 students, teachers, and company employees were surveyed. The study found that companies' electronic resources should become mandatory elements of engineering education programs, and recommendations were made to reduce the information gap between all participants in the engineering training process and to ensure systematic interaction between them. It was shown that the integration of company electronic resources into engineering education programs improves interaction with companies, expands the formats for their joint use, solves the problems of a shortage of training places in companies, and involves students in real projects.

In modern engineering education, integrated learning technologies (ILT) play a major role in the development of students' professional competences. The effectiveness of ILTs depends on their adaptation to the priorities and expectations of students, other stakeholders, available resources, opportunities to engage students in real-world problem solving with the support of experienced mentors and industry experts. Application of ILT requires constant updating of curricula, coordination with all stakeholders, creation of a learning environment comparable to the industrial one, and provision of conditions for independent assessment of the quality of graduates' training. On this basis, the aim of the work is to analyse the features of integrated learning technologies application in training students in engineering education programmes. In this work, a questionnaire survey of students, teachers, employees of companies in Kazakhstan was conducted. The results of the questionnaire showed that most students recognise the importance of practical skills more than a systematic approach in solving professional problems. A significant proportion of company employees note the importance of developing students' personal, social and technical competences. This can be facilitated by various forms of cooperation between the university and the company. The paper establishes that integrated learning technologies allow students to develop skills of systematic approach in solving professional problems, provide them with sufficient autonomy in learning and development, increase the satisfaction of students and employees of companies with the quality of training. The results of the conducted research allowed us to determine the criteria for selecting integrated learning technologies for training engineering students.

The success of applying the methods of group project learning in engineering teacher training largely depends on the trainer’s ability to use various assessment strategies and tools. In accordance with this, the aim of the work is to develop and approbate the model of level assessment of group project work. The presented results were obtained on the basis of the analysis of the results of project work of the trainees of the module “Problem-based, project-based and practice-based learning” developed within the international project ENTER “Engineering Educotors Pedagogical Training”, co-financed by the Erasmus + program of the European Union. The group project work of the students was assessed using a model that included motivational, operational, reflexive and creative levels. The correlation analysis of the results of the level assessment showed that the initiative of the project team members depends on communication and planning of the project work, and the effectiveness of project implementation can be improved by increasing such indicators as consistency, relevance, responsibility, resource analysis. Based on the analysis of the results of level assessment and evaluation of teachers’ readiness to apply methods of problem-based, project-based and practice-based learning it is shown that the project self-assessment is influenced by the experience of teaching activity, motivation of trainees to transform their own educational courses, high competition between project groups, positive bias towards themselves and negative bias towards others, methodological inertia.

Reforming education, changing its role and priorities, stimulating scientific research and innovation has led to the need to find new models of engineering training. In these conditions group project-based learning for both students and engineering teachers seems to be promising. With this in mind, the purpose of this paper is to analyze the specifics of group project-based learning in engineering training and to develop a toolkit for building a graduate profile based on assessments of various key stakeholders. The paper analyzes the opinion of experts, the results of questionnaire survey and interviewing of teachers and students of engineering specialties of universities and colleges in different regions of Kazakhstan about the role of group project-based learning in the integration of engineering educational programs with industry, the results of students’ self-assessment of their competencies and skills formed in the process of learning. The results of students’ self-assessment and expert assessment ranking allowed to identify five main groups of competencies. Groups 1 and 2 contain interdisciplinary competences, group 3 - organizational competences, self-reflection and control competences, professional and didactic competences, group 4 includes mainly communication and teamwork competences, group 5 - information and analytical competences. The approach used in the work allows highlighting those competences and skills which are underdeveloped within the educational program. The good correlation between the results of students’ self-assessment of their formed competences and skills in the process of group project-based learning and the results of expert assessment allows us to consider the method of group project-based learning effective and reliable in maintaining educational goals and achieving the best results in engineers’ training. The application of the organizational forms, methods, and tools of group project-based learning proposed in the article allowed us to propose a model of graduate profile creation adapted to the constantly changing requirements for specialists’ qualifications and gradation of their skills.

The search of effective forms of inter-institutional interaction in engineering training for Kazakhstani education is a very actual problem. This is due to the fact that the modern system of engineering training is influenced by global and national trends, global competition between providers of educational services. At the same time, national enterprises are usually not ready to mutual cooperation with universities for forming regional innovation environment, universities are not considered by them as the main resource for professional development of industrial society. In accordance with this, the article focuses on the search for effective forms of involvement of various stakeholders in engineering training, development of recommendations for the development of corporate educational programmes taking into account measurability of their results and attractiveness for consumers. Based on the analysis of literature data, questionnaire survey results and expert evaluation, proposals on the need to expand the range of competencies acquired by students within educational programmes, to use external educational resources, training and evaluation services, to involve key stakeholders in the development and implementation of educational programmes have been prepared. The proposed approach to inter-institutional environment of engineering training is universal and can be recommended as an educational model taking into account constantly changing requirements to specialists’ qualifications and gradation of skills, employment criteria, impact of digital and technological transformations. In this paper, we propose a new toolkit, which, based on the analysis of ongoing changes, suggests new drivers to improve the efficiency of inter-institutional interaction.

The ongoing transformations in the modern world have a significant impact on the sustainable development of national economies, unify the requirements for human capital, and its educational level. Taking into account current trends, governments are taking significant measures to ensure and maintain the link between education, the economy and socio-economic development. These measures also change approaches to engineering training. At the same time, training, retraining, continuing training of educators are of great importance. Educators at present should follow trends of a dynamically changing reality. Thus, the purpose of this work is to assess the educators’ readiness for innovative professional and pedagogical activities (IPPA) in the process of their training on the module “Problembased, practice-oriented, project-based learning”, which is part of the continuing retraining program for engineering teachers iPET-3, developed within the framework of the international project ENTER (“EngineeriNg educaTors pEdagogical tRaining”), co-funded by the Erasmus + program of the European Union. The article proposes a model for the development of educators’ readiness for IPPA within the framework of professional retraining programs, a methodology for assessing the component composition of IPPA, and a three-level characteristic model of the component composition of IPPA. The use of the developed model during continuing retraining programs increases the level of teachers’ creative abilities, the amount of acquired material and their pedagogical skills.

Digital transformations in today’s world are dramatically changing communication capabilities, demand for digital competencies, forms, methods, and technologies of engineering training. Accordingly, the purpose of this paper was to analyze new model approaches to specialist training, factors influencing the updating of educational program content and formation of professional and additional competences of future engineers. The results presented in this paper are based on the analysis of experts’ opinions, questionnaires and interviews with engineering students of universities and colleges of Kazakhstan, as well as teachers of universities, colleges and employees of partner enterprises. The questionnaires and interviews included the issues of integration of engineering educational programs with industry, employers’ involvement in the educational process, sustainability and adaptability of educational organizations and engineering educational programs offered by them, selection of effective tools to achieve educational goals. To process the survey results, the method of analyzed factors ranking was proposed in the paper. This method allowed revealing the imbalance in taking into account the opinions of key stakeholders in the development and implementation of educational programs. This approach can be used to create a graduate profile based on the assessments of various key stakeholders and allows responding flexibly to the needs for certain competences of the modern labor market. The results of the research allowed us to formulate practical recommendations for creating a strategically integrated model of digital space for engineering education.

The work carried out within the framework of the German-Kazakh project “GeKaVoс – Transfer of dual training in logistics, mechatronics and sustainable energy supply to Kazakhstan” can be considered as one of the crucial aspects of the contribution to improving the quality of system of technical and vocational education (TVET), the achievement of high rates of employment of graduates of the TVET system, improve the ratio of supply and demand in the labor market.As the analysis of the TVET system in Kazakhstan presented in the article shows, different forms of cooperation between participants of the educational process in the country (corporate partnership, industrial clusters, patronage of large and medium-sized enterprises over educational institutions, etc.) contribute to the development of a market-oriented education system. Monitoring and evaluation of the effectiveness of technical and vocational education, as well as identifying opportunities to improve its quality and scope require understanding of its nature, its functions, goals and key characteristics, the application of effective scientific tools to assess vocational technical education and training of trainers (tutors) (TVET).The paper shows that the success of the transfer of educational programs depends primarily on the willingness to work together of all the stakeholders, the creation of systematic structures of interaction in the development of educational programs of different levels, improving methods of forecasting demand not only for certain professions, but also for professional and pre-professional competencies. The purpose of scientific evaluation of the dual system and workplace training is to prove its effectiveness as an educational strategy that provides students with real work experience, where they can apply social and technical skills and develop them.

The article is a brief overview for the current state of engineering education in Kazakhstan and considers the prospects for its further development and implementation, which is due to the need for industrial and innovative development of our state. Kazakhstan, being an industrially developing country, needs qualified engineering personnel, therefore the training of such specialists at a sufficiently high level is a definite problem. It is noted that for its solution it is necessary to modernize existing study programs, train and retrain teaching staff, widely introduce modern educational approaches and technologies. The article discusses various forms of retraining of teachers of engineering disciplines, for example, advanced training courses for university faculty on the basis of additional education departments. Their topics, duration and forms of conducting are very diverse. Nevertheless, existing problems hinder the development of engineering education in our country; for their successful solution, representatives of the Chemistry and Physics& Technics Departments participate in the international project «EngineeriNg educaTors pEdagogical tRaining» (ENTER). This project implements goals aimed at creating an enabling environment in the educational space based on international cooperation between representatives of universities and the organization of Portugal, Estonia, Slovakia, Russia and Kazakhstan. So, it is planned to elaborate three educational programs (i-PETs) for engineering educators with a variable set of modules based on modern technologies (e-learning) and an individual approach. The implementation of the «ENTER» project is a real prospect of improving the status of engineering education and raising the level of engineering educators’ training in our country.

The article is a brief overview for the current state of engineering education in Kazakhstan and considers the prospects for its further development and implementation, which is due to the need for industrial and innovative development of our state. Kazakhstan, being an industrially developing country, needs qualified engineering personnel, therefore the training of such specialists at a sufficiently high level is a definite problem. It is noted that for its solution it is necessary to modernize existing study programs, train and retrain teaching staff, widely introduce modern educational approaches and technologies. The article discusses various forms of retraining of teachers of engineering disciplines, for example, advanced training courses for university faculty on the basis of additional education departments. Their topics, duration and forms of conducting are very diverse. Nevertheless, existing problems hinder the development of engineering education in our country; for their successful solution, representatives of the Chemistry and Physics& Technics Departments participate in the international project "EngineeriNg educaTors pEdagogical tRaining" (ENTER). This project implements goals aimed at creating an enabling environment in the educational space based on international cooperation between representatives of universities and the organization of Portugal, Estonia, Slovakia, Russia and Kazakhstan. So, it is planned to elaborate three educational programs (i-PETs) for engineering educators with a variable set of modules based on modern technologies (e-learning) and an individual approach. The implementation of the "ENTER" project is a real prospect of improving the status of engineering education and raising the level of engineering educators' training in our country.

РАЗВИТИЕ МЕНЕДЖМЕНТА ОБРАЗОВАНИЯ В РЕСПУБЛИКЕ КАЗАХСТАН НА СОВРЕМЕННОМ ЭТАПЕЕ. К. Кубеев, Л. А. Шкутина, С

By the methods of computer moderating and multifractal analysis are researched processes of local fractal structures at intermolecular interactions in adsorbed on heterogeneous porous surface of molecular layer. It is shown, that formation of stable molecular structures are accompanied by changes of generalized fractal dimensions, ordering of the matrix, rate of entropy change and rate coefficients of reactions. Nature of these parameters depend on initial distribution of interacting molecules, probability of interaction, initial ordering of matrix and its temperature. The derived results in work are confirmed by experimental data on change in luminescence decay kinetics in formation in adsorbed layer of molecular clusters in the electron excitation energy transfer and annihilation.

The thermostimulated luminescence (TSL) was modeled by the method of the cellular automation within the temperature range 77–400 K. The TSL modeling was performed under the initial distribution of electrons and holes on a surface of multifractal and chaotic types, differing in homogeneity, level of orderliness and value of the informational entropy. Dependence of the entropy on the temperature at which the sample is heated to, shows that at the temperature corresponding to the TSL peak, the informational entropy of the system does not change. This fact proves that the multifractal structure has a great stability factor. As it was revealed that in addition to the crystal–chemical, physical–chemical and geological factors, the structure factor, characterized by the type of the electron–hole center distribution in a crystal, exerts an influence on the thermostimulated luminescence process.

The results of modeling of radiation defects formation and evolution on the surface and in the volume of a crystal are presented in this article. Statistical properties are calculated for the investigated system. It is revealed that defects structure is a multifractal and system entropy decreases, while observing self-organization of the physical system.

Analysis of experimental kinetic dependences and results of the computer modeling of pairwise interactions in the heterogeneous system have shown that a character of its fractal property variation in the evolution process would be different at distinguished temperature ranges and dependent on the proportion of reagent concentrations and their initial distribution type.

The kinetics of fluorescence decay of the Bengalese pink dye adsorbed on the surface of wide-porous silica with addition of anthracene is investigated in the case in which the fluorescence decay slows down due to annihilation. The experimental kinetic dependences recorded at temperatures in the interval from 153 to 273 K are examined by methods of multifractal analysis and computer modeling. A comparison of the experimental dependences with the results of computer modeling has demonstrated that changes in the kinetic luminescence characteristics of the system at different matrix temperatures are caused by reorganization of structural elements in the system leading to changes in ordering and fractal dimension of the reagent molecule distribution.

The process of triplet–triplet annihilation (TTA) of 1,2-benzanthracene (1,2-BA) incorporated into polymer films of polyvinyl butyral has been investigated in the temperature interval 80–360 K. An analysis of the kinetics of the decay of delayed annihilation fluorescence (DAF) of 1,2-BA has shown that the process of the triplet excitation energy transfer in a disperse medium of the polymer at distant times of the DAF decay can be described using the approximation of random walks of the triplet energy in the inhomogeneous medium of the polymer. At low temperatures, at the initial times of DAF decay the TTA process is described with the aid of a model of static annihilation.

The processes of triplet-triplet annihilation of the triplet-energy donor of Bengali rose dye and anthracene acceptor adsorbed on the surface of wide-pore silica have been investigated in the temperature range 150–290 K. The rate constants of homo- and heteroannihilation of the molecules of luminophors have been determined in a wide temperature range. It has been established that the processes of energy transfer in the initial (after photoexcitation) periods of phosphorescence decay are described by the Inokuti–Hirayama equations modified in the present work for a two-dimensional problem, whereas in the mean-time and long-time periods the kinetics of phosphorescence decay becomes similar to the fractal one.