The study goal was to analyze the impact of using modern technologies and pedagogical innovations based on the University 4.0 model on the educational process effectiveness, the development of professional competencies (in humanities and engineering) and skills in students (abstract-logical thinking, critical thinking, strategic thinking, imagination, creativity, motivation), and learners’ readiness and motivation to shift to University 4.0. The experiment was conducted in the Al-Farabi Kazakh National University among 464 undergraduate students of different academic years. All the study respondents were distributed into two groups, one of which did not change the training program (control group), and the other studied under the program grounded on the University 4.0 model using modern technologies (experimental group). According to the results of the survey addressed to the students of both groups after the experiment ended, the indicators for all parameters were higher among the individuals of the experimental group. The practical significance of the results obtained and further research prospects are in the possibility of using the developed training program in different universities and departments worldwide to compare both students’ readiness for the transition to University 4.0 and the program’s impact on educational outcomes.

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Qualitative training of an engineer with professional competence, capable to innovative activity, socially responsible, mobile, ready for continuous professional growth acquires special significance and relevance. The discrepancy between the level of skills and abilities formed by graduates and the level of real practical innovation environment leads to graduate unemployment, since university graduates are not in demand in innovation activities. Therefore, indispensable participation of students in scientific researches and development of real psychological and pedagogical problems become the main condition for the development of analytical, creative thinking. This, in its turn, contributes to the improvement of professional competence. As a result of this, human capital is formed, which is the main value of modern higher education.

Students’ readiness for innovative educational formats is a determining factor that can affect the effectiveness of digital transformations in a higher education institution. Evaluation of students’ innovative readiness for the transition to the University 4.0 model can provide guidance on what actions and policies should be taken to achieve an educational institution’s digital transformation goals. This article aims to study the essential scientific and pedagogical elements that cause the educational format to evolve in the context of advanced technology trends and determine physics students’ innovation readiness for digital learning within the University 4.0 model. The survey was extended to the online forum University 4.0: Prospects for Modernising Approaches to Teaching Physics. The survey results showed the degree of readiness of physics students to implement digital approaches in teaching in four dimensions. Students had a high level of creativity and a positive attitude toward innovative educational activities (M = 3.89); they also had a high level of motivation for digital innovative training and sufficient knowledge of how the training will help them achieve their educational goals and professional and personal competence (M = 3.85); and they had a high level of digital literacy (M = 3.96). The scientific value of this article lies in demonstrating the developed methodology for determining and evaluating the degree of innovative readiness of students in the process of transition to a new educational format University 4.0. This methodology can be used in the process of developing an innovative strategy for organizing the educational process in the conditions of Industry 4.0 taking into account its challenges and opportunities.

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