THE FORMATION OF INTELLECTUAL MOBILITY OF ENGINEERING STUDENTS THROUGH INTEGRATION OF FOREIGN LANGUAGE EDUCATION AND PROFESSIONAL TRAINING

Galyna Mikhnenko, Yana Absaliamova

Abstract


In the world of rapid changes, the concept of mobility is becoming an essential development factor for professionals, and understanding of this concept is not limited to physical mobility, i.e. studying and working abroad. Among various dimensions of mobility (academic, social, professional, cultural, etc.) we distinguish intellectual mobility as a characteristic of a professional and consider the problem of formation of intellectual mobility of engineering students through the integration of foreign language education and professional training. On the basis of theoretical research and practical experience, we have determined the pedagogical conditions for the formation of this characteristic in a technical university: 1) use of interactive teaching methods as well as ICT to change the function of a teacher when he/she becomes the moderator of students’ intellectual activities; 2) development of students’ motivation for intellectual activity by considering their psychological characteristics; 3) integration of foreign language education and professional training, active use of distance learning courses and intellectual games. The effectiveness of these pedagogical conditions while teaching ESP at Igor Sikorsky Kyiv Polytechnic Institute has been checked through carrying out the pedagogical experiment and set of questionnaires and tests to define the level of intellectual mobility. As a result, we have developed scientific and practical recommendations at administrative, methodological and practical levels for teaching staff. The development of teaching complexes to ensure the process of formation of intellectual mobility of specialists in the educational environment of a modern technical university has been proposed to be a prospective direction for scientific research.


Keywords


intellectual mobility; technical university; educational environment; pedagogical conditions; interdisciplinary integration

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DOI: https://doi.org/10.20535/2410-8286.121057

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ISSN 2410-8286 (Online), ISSN 2409-3351 (Print)