PEDAGOGICAL APPROACHES TO TEACHING OF “INTERNAL COMBUSTION ENGINES” BASED ON DIGITAL TECHNOLOGIES IN ENGINEERING EDUCATION
Abstract
This scientific article presents a systematic analysis of effective pedagogical approaches to teaching the subject of internal combustion engines (ICE) within the framework of engineering education using digital technologies. In technical higher education institutions, there is a growing need to teach both the theoretical and practical content of engineering disciplines through modern digital tools. From this perspective, subjects such as ICE, which encompass complex technological processes, can be more clearly and engagingly delivered to students through virtual environments, interactive simulations, 3D modeling, and digital laboratories.
The article explores the didactic potential of digital technologies, their pedagogical effectiveness, and their role in developing students’ technical thinking. The research integrates modern pedagogical methods such as problem-based learning (PBL), constructivist approaches, and hierarchical instructional design within a digital learning context. Furthermore, the study discusses the current state of digital infrastructure, the level of digital competence among instructors, and provides suggestions for their improvement. In conclusion, the article outlines the practical aspects, advantages, challenges, and future prospects of digital technology–based instruction. The research outcomes aim to contribute to the development of scientific and methodological foundations for improving the quality of education in this area.
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References
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Smith (2020) — emphasizes the role of interactive platforms in visual learning. (Results, paragraphs 2–3)
Johnson et al. (2019) — on improvement in technical thinking and problem-solving skills. (Results, paragraph 3)
Brown (2018) — on the effectiveness of constructivist approaches and virtual labs. (Results, paragraph 4)
Miller (2021) — discusses increased student motivation and interest in digital tools. (Results, paragraph 4)
Williams et al. (2022) — reports increased independent learning activity. (Results, paragraph 5)
Davis (2017) — on enhancing analytical thinking through simulations. (Results, paragraph 6)
Anderson et al. (2019) — highlights technical challenges and need for teacher training. (Results, paragraph 7)
Thomas (2020) — recommends broader implementation of digital pedagogical models. (Results, paragraph 8)
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Copyright (c) 2025 Zilola Mamataliyeva
This work is licensed under a Creative Commons Attribution 4.0 International License.
