Mechanical Engineers Training in Using Cloud and Mobile Services in Professional Activity

The purpose of this article is to identify mobile and cloud services of mechanical engineers professional activity and the principles of their use in higher technical education. There have been defined the criteria for evaluation of the tools for edu-cational and professional activities. On the basis of this criteria, more than 30 var-ious cloud services and mobile applications have been analyzed. The analysis has shown that the use of Autodesk cloud services and their integration with cloud services Google is appropriate for professional and practical training of special-ists in applied mechanics, and it promotes an effective development of mechanical engineers ICT competence. The learning tools integrated system model was pro-posed.

💡 Research Summary

The paper investigates how cloud‑based and mobile services can be integrated into the training of mechanical engineering students to develop their ICT competence. Recognizing that modern mechanical engineering practice relies heavily on digital tools for design, simulation, documentation, and project management, the authors first surveyed 30 experienced engineers and university professors. The survey asked respondents to rate the relevance of various ICT skills on a 10‑point scale. The highest‑rated skills were computer‑aided design (CAD) (8.71), computer simulation (8.64), Internet resource usage (8.12), and the use of cloud and mobile technologies (7.85). These results confirm a strong demand for training that includes cloud‑based collaboration and mobile access.

To address this demand, the authors compiled a list of roughly 30 contemporary cloud and mobile applications relevant to mechanical engineering. They defined five evaluation criteria: functionality, availability, cross‑device access, integration capability with other software, and support for collaboration. Each tool was examined against these criteria, and detailed descriptions were provided for the most prominent solutions, including Autodesk A360, Autodesk Fusion 360, Onshape, GrabCAD, GstarCAD, CAD Pockets, PARTcommunity 3D CAD, Open Cascade CAD Assistant, ARES Touch, CADianAnyView, SketchUp Viewer, and several others.

The comparative analysis highlighted that Autodesk’s ecosystem (A360 and Fusion 360) combined with Google’s cloud services (Google Drive, Google Docs, etc.) scored highest overall. Autodesk’s platforms offer a unified environment for 3‑D modeling, CAM, and CAE, with mobile apps that allow users to view, edit, annotate, and share 2‑D and 3‑D files directly from smartphones or tablets. Integration with Google Drive provides seamless file synchronization, real‑time collaboration, and easy access from any device, satisfying the criteria of cross‑device availability and collaborative support. The authors argue that this combination is the most suitable for both professional practice and educational settings.

Building on the evaluation, the paper proposes a “Learning Tools Integrated System Model” for higher technical education. The model consists of four stages: (1) definition of learning objectives aligned with industry‑required ICT skills; (2) selection and configuration of cloud‑mobile tools, emphasizing Autodesk‑Google integration; (3) project‑based learning where students work in teams on design tasks using the selected tools, with continuous feedback; and (4) assessment and feedback, leveraging the collaborative features of the platforms to monitor progress and provide formative evaluation. The model aims to shift traditional lecture‑centric curricula toward a hybrid, digitally enabled learning environment that mirrors real‑world engineering workflows.

The authors conclude that incorporating cloud and mobile services—particularly the Autodesk‑Google suite—into mechanical engineering curricula is essential for developing the ICT competence required in today’s industry. The proposed integrated system model offers a practical roadmap for educators to redesign courses, improve teamwork and collaboration skills, and reduce reliance on costly desktop‑only software. By adopting this approach, institutions can better prepare graduates for the digital transformation of engineering practice.