Methodological foundations for the development of effective philosophy teaching programs for engineering students

Abstract

This article is devoted to the development of methodological foundations for the creation of effective programs for teaching philosophy to engineering students. The relevance of the topic is due to the need for future engineers to develop critical thinking, ethical reflection and systems analysis skills, which is confirmed by a number of recent studies. The purpose of the work is to identify key principles and approaches to the construction of philosophy courses that are maximally adapted to the specifics of engineering education. The main methods used were a conceptual analysis of literature, a comparative analysis of educational programs, and a survey of philosophy teachers (n=120). The results showed that the most effective are practice-oriented courses with an emphasis on applied ethics, philosophy of science and technology (significance coefficient k=0.78). At the same time, a problematic approach to the presentation of the material, extensive use of case studies and project assignments (k=0.82) is of key importance. It is concluded that there is a need to rethink the role of philosophy in engineering education and to develop flexible interdisciplinary programs. Prospects for further research related to the assessment of the long-term effects of the introduction of new courses are outlined. The results obtained can be used in the creation and updating of philosophy teaching programs in technical universities.