Modernization of Professional Training of Electromechanics Bachelors: ICT-based Competence Approach

Analysis of the standards for the preparation of electromechanics in Ukraine showed that the electromechanic engineer is able to solve complex specialized problems and practical problems in a certain area of professional activity or in the process of study. These problems are characterized by complexity and uncertainty of conditions. The main competencies include social-personal, general-scientific, instrumental, general-professional and specialized-professional. A review of scientific publications devoted to the training of electromechanics has shown that four branches of engineering are involved in the training of electromechanical engineers: mechanical and electrical engineering (with a common core of electromechanics), electronic engineering and automation. The common use of the theory, methods and means of these industries leads to the emergence of a combined field of engineering - mechatronics. Summarizing the experience of electrical engineers professional training in Ukraine and abroad makes it possible to determine the main directions of their professional training modernization.

💡 Research Summary

The paper provides a comprehensive analysis of the current state of electromechanics bachelor education in Ukraine and proposes a modernization strategy grounded in an ICT‑based competence framework. It begins by outlining the institutional landscape: electromechanics programs are offered in 38 Ukrainian universities under the knowledge sector 0507 (electrical engineering and electromechanics) and, since 2015, have been merged into sector 14 (electrical engineering). Admission quotas exceed 6,000 students, while applications surpass 12,000, indicating a strong demand for qualified specialists.

Drawing on national higher‑education standards, the authors detail the qualification profile for a junior electromechanical engineer (qualification 2149.2). The profile emphasizes the ability to develop, maintain, and install automated, servomechanical, and other electromechanical systems, and to conduct research, design, organization, management, technological, control, prognostic, and technical functions. Core competencies are categorized into five groups: social‑personal, general‑scientific, instrumental, general‑professional, and specialized‑professional. Each group is broken down into knowledge, abilities, communication skills, autonomy, and responsibility components.

A key argument is that electromechanics education must integrate four engineering branches—mechanical, electrical, electronic, and automation—into a unified mechatronics discipline. The authors cite international literature to show that mechatronics combines mechanical engineering with electrotechnics, electronics, and often other fields to support design, manufacturing, operation, and maintenance of complex products. They note that Ukrainian curricula remain heavily theory‑centric, lack systematic use of modern ICT tools (virtual labs, simulation platforms, data analytics), and provide limited opportunities for interdisciplinary project work.

To address these gaps, the paper proposes an ICT‑enabled, competence‑based curriculum redesign. First, learning outcomes are explicitly linked to the five competency groups. Second, a digital learning environment is established, featuring online lectures, cloud‑based simulation, virtual experimentation, and big‑data analysis tools, allowing students to practice design, testing, and control without physical labs. Third, a blended pedagogical model combines Project‑Based Learning (PBL) with Problem‑Based Learning, engaging industry partners in real‑world projects to develop teamwork, communication, and leadership skills. Fourth, assessment is diversified: beyond traditional exams, students submit portfolios, lab reports, project deliverables, and self‑regulated learning logs, evaluated across four axes—knowledge, skills, attitude, and autonomy.

The authors also recommend creating a dedicated mechatronics track within electromechanics programs, offering electives such as electric drive design, power electronics, robotic control, and smart manufacturing. This allows students to acquire a solid general foundation before specializing in sectors aligned with labor‑market needs.

In conclusion, the ICT‑based competence approach is presented as a means to elevate the quality of electromechanics education, better prepare graduates for the complexity and uncertainty of modern engineering tasks, and enhance Ukraine’s competitiveness in the global engineering workforce. The paper suggests future work involving pilot implementation, longitudinal tracking of graduate outcomes, and iterative refinement of the curriculum based on empirical evidence.