The influence of philosophical education on the formation of professional and personal competencies of future engineers in technical universities

Abstract

This article is devoted to the study of the influence of philosophical education on the formation of professional and personal competencies of future engineers in technical universities. The relevance of the topic is due to the need to train specialists capable of creative and critical thinking, making responsible decisions in conditions of technological uncertainty. The purpose of the study is to identify and analyze the mechanisms and effects of integrating philosophical disciplines into engineering educational programs. Tasks include: 1) conceptual analysis of the role of philosophy in engineering education; 2) empirical assessment of the impact of philosophical courses on the development of students' meta-subject competencies; 3) development of recommendations for optimizing the philosophical component of engineering programs. The research methodology is based on a combination of theoretical analysis, including comparative historical and structural-functional methods, with an empirical study of educational practices of leading technical universities (n=12). The study plans, work programs of philosophical disciplines, and the results of surveys of students and teachers (n=450) were analyzed. The results show that the inclusion of philosophical courses in engineering training promotes the development of critical thinking (r=0.78), communication skills (r=0.74), social responsibility (r=0.82) and the innovative potential of future engineers (r=0.69). Optimal formats for integrating philosophy into technical education have been identified, and a conceptual model of philosophically oriented engineering training has been proposed. The conclusion is made about the need to strengthen the philosophical component of engineering education as a factor in the formation of creative and adaptive professionals.