Integration of Foreign Experiences in Developing Socio-Historical Competencies of Engineering Students
DOI:
https://doi.org/10.5281/Keywords:
Engineering Education, Socio-Historical Competence, Foreign Experience, Integration, Competency-Based ApproachAbstract
This article examines the theoretical and practical aspects of integrating foreign educational experiences into the process of developing socio-historical competencies among engineering students. Within the framework of the study, competency-based approaches widely applied in the higher education systems of developed countries, interdisciplinary education models, and the role of digital pedagogical technologies in engineering education were systematically analyzed. In particular, the mechanisms for shaping students’ historical thinking, social responsibility, and civic engagement through the integration of engineering disciplines with humanities and social sciences are explored. The research findings indicate that adapting foreign educational experiences while considering the historical, cultural, and social characteristics of the national education system contributes to improving the quality of engineering education, enriching educational content, and preparing students not only as professionals but also as socially mature individuals. This article serves as an important foundation for developing scientific and practical recommendations aimed at modernizing engineering education and enhancing socio-historical competencies.
References
[1] OECD, Innovating Assessments to Measure and Support Complex Skills. Paris: OECD Publishing, 2023.
[2] UNESCO, Engineering Education for Sustainable Development. Paris: UNESCO, 2021.
[3] World Bank, Higher Education and Skills Development: Building Future Competencies. Washington, DC: World Bank, 2022.
[4] European Commission, The European Higher Education Area and the Bologna Process. Brussels, 2020.
[5] J. Biggs, C. Tang, and G. Kennedy, Teaching for Quality Learning at University, 5th ed. Maidenhead: Open University Press, 2022.
[6] A. Kolmos and E. de Graaff, Problem-Based and Project-Based Learning in Engineering Education. Aalborg: Aalborg University Press, 2021.
[7] L. Xu, “An integrated competency model for engineering teachers: A comparative framework insights,” Engineering Education Research, 2025.
[8] A. Johri and B. Olds, The Cambridge Handbook of Engineering Education Research. Cambridge: Cambridge University Press, 2022.
[9] P. Ashwin, Transforming University Education: A Manifesto. London: Bloomsbury Academic, 2021.
[10] J. Schleiss and A. Johri, “A roles-based competency framework for integrating artificial intelligence in engineering courses,” Engineering Education Studies, 2024.
[11] F. Greinert et al., “Extending the European competence framework for quantum technologies,” European Journal of Engineering Education, 2024.
[12] N. Foster and M. Piacentini, Innovating Assessments to Measure and Support Complex Skills. Paris: OECD Publishing, 2023.
[13] I. Tursunov, Digital Transformation in Higher Education. Tashkent: Fan Publishing, 2022.
[14] B. Hasanov, Competency-Based Approach in Engineering Education. Tashkent: Iqtisodiyot Publishing, 2023.
[15] A. Abduqodirov, Innovative Pedagogical Technologies in Higher Education. Tashkent: Fan va texnologiya, 2021.
