An integrative approach to teaching engineering pedagogy and psychology: course content and student perspectives
Introduction. Currently, the role of integrating knowledge from various fields of science and practice, as well as interdisciplinarity in solving professional problems, is increasing in engineering. This necessitates the application of a well-known integrative approach in education, but at a new level. An integrative approach to the content of academic disciplines and educational programs in general plays an important role in terms of more effective development of competencies, both those specified in the federal educational standard and meta-competencies, a high level of development of which allows for professional self-development throughout life, building communication in an interdisciplinary team, and solving non-standard professional tasks. At the same time, the problem of implementing the integrative approach in educational practice is associated with difficulties of a methodological and methodical nature in the development of courses based on it, the need to master related disciplines by teachers, as well as with the difficulties of adopting such an approach by students. The purpose of the work was to theoretically substantiate and test the application of the integrative approach to teaching master's degree students of technical fields of study in psychological and pedagogical disciplines, while paying special attention to the awareness and acceptance of such an approach by students (using the example of the discipline “Engineering Pedagogy and Psychology”). Methods: analysis, synthesis, abstraction, generalization, comparison, classification, testing (test-questionnaire SHAM T.O. Gordeeva, O.A. Sychev, E.N. Osin), analysis of the results of students' activities, methods of mathematical and statistical processing of empirical data. Results. It was established that the integrative approach in education is not only relevant at the present time, but is extremely important, including from the point of view of the implementation of psychological and pedagogical training of future engineers. As we have demonstrated using the example of the discipline of 'Engineering Pedagogy and Psychology', which is studied by master's degree students in technical fields of training, it can be fully implemented at the level of interdisciplinary courses and the development of interdisciplinary connections. The emphasis on interdisciplinarity in the acquisition of the theoretical material of this course by master's degree students, as well as in the completion of a number of practical assignments, enabled the students to understand the role of the humanities in their future integrative engineering activities. It also increased their awareness of the learning process and enhanced their internal motivation for learning. Conclusion. The high requirements that are imposed on modern engineering education suggest the development of a number of competencies and meta-competencies that are essential for a graduate of a master's program, which are necessary for solving complex professional tasks in an interdisciplinary team, in conditions of high uncertainty. The use of the integrative approach in education is one of the factors contributing to such development.
While nobody left any comments to this publication.
You can be first.
Akhlibinsky, B.V. (1984), “The categorical aspect of the concept of integration”, Didaktika kak osnova integratsii nauchnogo znaniya, 12, 50-59. (In Russian).
Babaeva, Je.S. (2014), “Key features of integrated training programs”, Evraziysky Soyuz Uchenyh, 5 (2), 13-15. DOI: 10.31618/ESU.2413-9335. (In Russian).
Bedny, B.I. and Kuzenkov, O.A. (2016), “Integrated educational programs “academic master's degree - postgraduate study””, Higher Education in Russia, 5, 21-32. DOI: 10.31992/0869-3617-2016/5-261536. (In Russian).
Bezrukova, V.S. (1994), “Integratsionnye protsessy v pedagogicheskoy teorii i praktike” [Integration processes in pedagogical theory and practice], Delovaya kniga, Yekaterinburg, Russia.
Berulava, M.N. (1998), “Teoreticheskie osnovy integratsii obrazovaniya” [Theoretical foundations of educational integration], Sovershenstvo, Moscow, Russia.
Borshheva, O.V. (2011), “The structure of an integrated approach to teaching a foreign language”, Vestnik Moskovskogo gumanitarnogo universiteta im. M.A. Sholokhova, Seriya “Pedagogika i psikhologiya”, 1, 5-9. (In Russian).
Bychkova, O.V., (2013) “Models of interaction between universities and industry in Russia”, Ekonomicheskaya sotsiologiya, 1, 120-123. DOI: 10.17323. (In Russian).
Gordeeva, T.O., Sychev, O.A. and Osinjuk, E.N. (2014), “Questionnaire “Scale of Academic Motivation””, Psikhologichesky zhurnal, 35 (4), 96-107. DOI: 10.17759/pse.2017220206. (In Russian).
Danilyuk, A.Ya. (2001), “Theoretical and methodological foundations for the design of integral humanitarian educational spaces”, Abstract of Ph.D. dissertation, Rostov-na-Donu, Russia.
Eroshenkova, E.I. (2013), “Pedagogical conditions for the development of students' educational and professional self-realization in the educational environment of the university”, Vestnik Severnogo (Arkticheskogo) federalnogo universiteta, Seriya: Gumanitarnye i sotsialnye nauki, 3, 139-145. DOI: 10.37482/2687-1505. (In Russian).
Kaznacheeva, S.N. and Chelnokova, E.A. (2015), “Integration of foreign language and special disciplines in higher educational institutions”, Mezhdunarodny nauchno-issledovtapelsky zhurnal, 35 (3-4), 9-12. DOI: 10.60797/IRJ.2025.158.109. (In Russian).
Kelchevskaya, N.R. and Srogovich, M.I. (2002), “Razrabotka mekhanizma vzaimosvyazi vuza i predpriyatiya – obektivnaya neobkhodimost XXI veka” [The development of a mechanism for the relationship between a university and an enterprise is an objective necessity of the 21th century], GOU UGTU-UPI, Ekaterinburg, Russia.
Sazonova, Z.S. (2008), “Integration of education, science and industry as a methodological basis for the training of a modern engineer”, Abstract of Ph.D. dissertation, Kazan, Russia.
Starshinova, T.A. and Vavilova, E.L. (2020), “Reflection of the learning process as an important aspect of integrative psychological and pedagogical education”, Kazansky pedagogichesky zhurnal. 5, 71-76. DOI: 10.34772/KPJ.2020.142.5.010. (In Russian).
Sysoev, P.V. (2021), “Training of teaching staff for the implementation of subject-language integrated education in higher education institutions”, Higher Education in Russia, 30 (5), 21-31. DOI:10.31992/0869-3617-2021-30-5-21-31. (In Russian).
Troyan, P.E., Saharlov, Ju.V. et al. (2023), “Models of interaction between universities and enterprises”, Sovremennoe obrazovanie: integratsiya obrazovaniya, nauki, biznesa i vlasti. transformatsiya obrazovaniya, nauki i proizvodstva – osnova tekhnologicheskogo proryva: Materialy mezhdunarodnoy nauchno-metodicheskoy konferentsii [Modern Education: Integration of Education, Science, Business, and Government. Transformation of Education, Science, and Production as the Basis for Technological Breakthrough: Proceedings of the International Scientific and Methodological Conference], Tomsk, Russia.
Tumanov, A.A. (2025), “Educational goals and values of modern Russian engineering education”, Research Result. Pedagogy and Psychology of Education, 11 (1), 3-16. DOI: 10.18413/2313-8971-2025-11-1-0-1. (In Russian).
Urbanek, V. (1989), “Integration and progress in the field of science”, Integrativnye tendentsii v sovremennom mire i sotsialny progress [Integrative Trends in the Modern World and Social Progress], in Rozova, M.A. (ed.), Izd-vo Moskow Un-ta, Moskow, Russia.
Kholodnaya, M.A. (2002), Psikhologiya intellekta. Paradoksy issledovaniya [Psychology of intelligence. Paradoxes of research], Piter, St. Petersburg, Russia.
Khutorskoy, A.V. (2012), Metapredmetny podkhod v obuchenii: nauchno-metodicheskoe posobie [A metasubject approach in teaching: scientific and methodological manual], “Eidos”; Izd. Instituta obrazovaniya cheloveka, Moscow, Russia.
Chapaev, N.K. (2005), Pedagogicheskaya integratsiya: metodologiya, teoriya, tekhnologiya [Pedagogical integration: methodology, theory, technology], Izd-vo Ros. gos. prof.-ped. un-ta, Yekaterinburg, Russia.
Shabanov, O.A. (2015), “Metacompetence and metacompetence in the framework of the competence approach in education”, ChiO, 44 (3), 53-56. (In Russian).
Bear, A. and Skorton, D. (2019), “The world needs students with interdisciplinary education”, Issues in Science and Technology, 35 (2), 60-62. https://www.jstor.org/stable/26948993 (Accessed 30 May 2025). (In USA).
Biggs, J.B. (1985), “The role of meta‐learning in study processes”, British Journal of Educational Psychology, 55, 185‐212. DOI: 10.1111/j.2044-8279.1985.tb02625.x. (In UK).
Brown, B. R. (1993), “Meta‐Competence: A Recipe for Reframing the Competence Debate”, Personnel Review, 22 (6), 25‐32. DOI: 10.1108/EUM0000000000814. (In UK).
Deci, E. and Ryan, R. (2008), “Facilitating optimal motivation and psihological well-being across lifes domains”, Canadian Psychology, 49, 14-23. DOI: 10.1037/0708-5591.49.1.14. (In Canada).
Dimitrova, D. (2008), Das Konzept der Metakompetenz: Theoretische und empirische Untersuchung am Beispiel der Automobilindustrie, Gabler, Wiesbaden, Germany.
Yames Yacob, W. (2015), “Interdisciplinary trends in higher education”, Palgrave Commun 1, 15001. https://doi.org/10.1057/palcomms.2015.1 (Accessed 18 April 2025. (In UK).
Kelly, R. and Finlayson, O.E. (2020), “Interdisciplinary group work in higher education: A student perspective”, Issues in Educational Research, 30 (3): 2020. https://www.researchgate.net/ (Accessed 27 May 2025). (In UK)
Labouta, H.I., Adams, J.D., Anikovskiy, M., Kenny, N.A., Reid, L. and Cramb, D.T. (2022), “Using activity theory as an analytical lens to conceptualise a framework for fostering interdisciplinary science habits in postsecondary students”, International Journal of Science Education, 44(18), 2685-2703. DOI: 10.1080/09500693.2022.2146468. (In USA).
Lattuca, L.R., Knight, D., Seifert, T.A., Reason, R.D. and Liu, Q. (2017), “Examining the impact of interdisciplinary programs on student learning”, Innovative Higher Education, 42, 337-353. DOI: 10.1007/s10755-017-9393-z. (In Netherlands).
Le‐Deist, F. and Winterton, J. (2005), “What is competence?”, Human Resource Development International, 8(1), 27-46. DOI: 10.1080/1367886042000338227. (In UK).
Oudenampsen, J., van de Pol, M., Blijlevens, N. et al. (2023), “Interdisciplinary education affects student learning: a focus group study”, BMC Med Educ 23, 169. DOI: 10.1186/s12909-023-04103-9 (Accessed 13 June 2025). (In UK).
Ryan, R. and Deci, E. (2000), “Self-determination theory and the facilitatiion of intrinsic motivation, social development and well-being”, American Pssychologist, 55, 68-78. DOI: 10.1037//0003-066x.55.1.68. (In USA).
Schijf, J.E., Van Der Werf, G.P.C., and Yansen, E.P.W.A. (2022), “Measuring interdisciplinary understanding in higher education”, European Journal of Higher Education, 1-19. DOI: 10.1080/21568235.2022.2058045. (In UK).
Spelt, E., Biemans, H., Tobi, H. and Luning, P. (2009), “Teaching and Learning in Interdisciplinary Higher Education: A Systematic Review”, Educftional Psychology Review, 21(4), 365-378. DOI: 10.1007/s10648-009-9113-z. (In Netherlands).
Van Der Merwe, L. and Verwey, A. (2007), “Leadership meta‐ competencies for the future world of work”, SA Journal of Human Resource Management, 5(2), 33-41. DOI: 10.4102/sajhrm.v5i2.117. (In Republic of South Africa).