PRINCIPLES AND MODEL OF THE DIFFERENTIATED APPROACH IN ENGINEERING EDUCATION
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Zhumaniazova Rano Khudaybergenovna
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This article examines both the theoretical foundations and practical implementation of a differentiated approach to training engineers – an approach that accommodates individual student characteristics (e.g., knowledge level, learning style, professional interests) while ensuring that all students acquire essential competencies. Drawing on various pedagogical theories and concepts (the theory of multiple intelligences, constructivism, social learning theory, personalized learning, and universal design for learning), the authors identify seven principles that demonstrate how to organize the educational process effectively in technical universities. Illustrative examples of differentiated assignments and project-based activities are presented, using the course “Artificial Structures on Highways” as a case study. The article also proposes a step-by-step model for developing professional skills. In the concluding section, the authors discuss limitations related to the need for additional resources, adaptation to specific university contexts, and cultural factors. The findings may be applied in designing curricula, developing assessment strategies, and enhancing the professional development of engineering faculty.
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Authors
Zhumaniazova Rano Khudaybergenovna
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References:
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