DEVELOPING ENGINEERING AND TECHNICAL COMPETENCIES AMONG FUTURE SPECIALISTS IN AUTOMATION, COMPUTER-INTEGRATED TECHNOLOGIES AND ROBOTICS

Abstract

This article provides a theoretical and analytical examination of the development of engineering and technical competence among future specialists in automation, computer-integrated technologies, and robotics within the context of modern engineering education. The focus is on the fact that training specialists in this field can no longer be limited to mastering individual technical operations or narrow software skills, since real-world professional practice requires the integration of graphic, design, analytical, digital, and communication-technical components. In this context, engineering and computer graphics are viewed not as a supporting discipline, but as one of the core components of professional training, through which the transition occurs from the visual perception of an object to its technically sound modeling, description, modification, and representation in design documentation. It is argued that the structure of engineering and technical competence encompasses spatial thinking, graphic literacy, knowledge of the standards and rules for documentation preparation, proficiency in two-dimensional and three-dimensional modeling tools, the ability to provide a parametric description of a product, skills in creating working and assembly drawings, as well as the ability to analyze the design of a technical object in terms of its functional purpose. It has been shown that combining the classical principles of engineering graphics with digital computer-aided design tools – in particular, the capabilities of Autodesk AutoCAD and Autodesk Fusion – is of particular importance. It is precisely this combination that ensures the consistent development of students’ ability to transition from geometric construction to digital prototyping, and from the formal execution of a task to engineering analysis and design solutions.   It has been established that parametric 3D modeling, working with surfaces and polygonal models, creating technical parts and assemblies, as well as reverse engineering as a tool for reconstructing and meaningfully reproducing a product, offer significant potential for the development of engineering thinking. Reverse engineering is viewed as a pedagogically effective teaching method, as it requires not merely mechanical copying of a form, but rather the identification of design logic, functional relationships, tolerances, geometric dependencies, and opportunities for further product improvement. As a result, competency development takes place at the intersection of graphic culture, technical analysis, digital modeling, and practice-oriented design. In summary, the effectiveness of this approach is enhanced by a phased development of the curriculum, interdisciplinary alignment with educational programs in automation and robotics, the use of mini-projects, laboratory assignments, individual graphic projects, modeling of product prototypes, and practical testing in a real-world or production-simulated environment. It has been demonstrated that the engineering and technical competence of future specialists is developed most effectively when graphic training is not treated as an isolated academic module, but rather as a comprehensive tool for professional development directly linked to process automation, robotic systems, digital design technologies, and technical communication.