DIDACTIC POTENTIAL OF SOFTWARE AND INSTRUCTIONAL SUPPORT FOR DEVELOPING PROGRAMMING COMPETENCE IN FUTURE ENGINEERS
Keywords:
dasturiy-didaktik ta’minot, dasturlash kompetentligi, bo‘lajak muhandislar, muhandislik ta’limi, raqamli ta’lim texnologiyalari, raqamli ta’lim muhiti, pedagogik tajriba, kompetensiyaviy yondashuv, dasturlash.Abstract
This article examines the didactic potential of software and instructional support
aimed at developing programming competence in future engineers within a digital educational environment. The relevance of the study is determined by the need to improve the quality of engineering education in the context of the digital transformation of higher education and the increasing requirements for students’ programming competence. The purpose of the study is to identify and scientifically substantiate the didactic potential of software and instructional support designed to foster programming competence among future engineers. The research employed methods of scientific literature and regulatory document analysis, instructional design, observation, questionnaires, testing, pedagogical experimentation, and mathematical statistics. The experimental study was conducted from 2024 to 2026 at five higher educational institutions of the Republic of Uzbekistan with the participation of 397 engineering students. The practical implementation of the research was carried out using specially developed software and instructional support for the course Information Technologies in Technical Systems, including the ITTS (Information Technologies in Technical Systems) digital learning platform, an electronic textbook, lecture presentations, video lessons, laboratory and practical assignments, computational and graphical tasks, self-study materials, tests, checklists, and methodological guidelines. The study identified the key didactic capabilities of the software and instructional support that contribute to the systematic development of programming competence in future engineers. The results of the pedagogical experiment confirmed the effectiveness of the proposed approach, demonstrating improvements in students’ independence, creativity, reflectivity, and communication skills. The findings confirm the effectiveness of the developed software and instructional support and support its practical application in the professional training of future engineers.
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