Subject of the paper: dentification and analysis of the attitude of technical University students to the distance learning format. Object of the paper: distance learning in higher education. Work objective: identification and analysis of attitudes and opinions of technical University students to distance learning. Work methodology it consists in identifying the advantages and disadvantages of distance learning for the teaching staff and analyzing the attitude of students to the use of distance technologies in the educational process of a technical University. Work results they contain an analysis of certain aspects of distance learning at the University and compare it with full-time. Getting feedback from students regarding the introduction of distance learning in the educational process of the technical University and their own opinions, suggestions and comments on its organization. The area of application of the results organization of the educational process in a distance learning format, effective interaction of the teaching staff with students in new conditions, maximum use of the interactive environment, automated information system of the University, illustrating and visualizing the subject being studied as one of the possibilities of modern digital technologies. Conclusions: the results of the study showed that students of the technical University quickly adapted to the distance learning format in the current conditions of the coronavirus epidemic. Students expressed their own opinion about the problems they encountered in the process of distance learning, made a number of suggestions for improving the quality of personal accounts, improving feedback from teachers, as well as purchasing licensed software for practical classes and laboratory work, reducing the amount of homework and removing time restrictions on their performance, etc.

Subject of the paper: professional training of future specialists in technical fields. Object of the paper: modern aspect of competencybased approach in professional training. Work objective: analysis of subject matter and contents of the modern aspect of competencybased approach in professional training of future technical specialists. Work methodology is to identify the practical application of competency-based, student-centered, metadisciplinary and reflexive approaches in personal enhancement of technical specialists in their preparatory process. Work results contain theoretic and methodological rationale of the need for the implementation of a set of modern approaches in the training process of highly qualified technical specialists. Essential approaches needed for forming the integrative set of students’ competences and for development of professional and personal qualities required in work activities have been identified and rationalized. The area of application of results is the process of training of specialists in technical fields for the successful performance of job functions. Conclusions: The issue of particular importance in training of competent, highly competitive specialists capable to fulfill professional tasks effectively and to lay out own self-development path is the use of modern approaches in the process of teaching the disciplines within technical studies curriculum. The implementation of specified approaches in the educational process promote enhancement of students’ educational and creative abilities, professionally significant personal qualities and value systems, critical thinking, readiness for rational planning, work activity management, fulfillment of certain types of activities corresponding to fields of study, development of competences referred to in the Federal State Educational and Professional Standards and the requirements of the employer.

The relevance of the study is in the fact that modern school and university teachers are limited by the frameworks of one discipline and thus their professional growth is only limited by the gradual recitation of the provisions of one or another subject in the senior school not allowing them developing interdisciplinary courses. The authors of the paper consider the problem much deeper and define that the teachers’ opportunity to increase their professional knowledge is based on the provision of the necessary preparation of teachers in order to not only let them teach their own discipline but also to let them implement the interdisciplinary approach. The novelty of the paper is in the fact that it does not say that the teacher should give several courses and thus have the idea of the structure of some or other discipline. For the authors of the paper, the main component is the need in the preparation of the senior school teacher of both technical and humanitarian disciplines, which allows precisely demonstrating the interdisciplinary connections in the process of education. The paper reveals the parameters of such qualification and presents the model that allows assessing the extent teachers may apply the obtained knowledge in practice. The implementation of the paper’s provision in the field of the pedagogical practice is seen by the authors in the development of the programs of the professional preparation of teachers in the process of their work and further improvement of their professional knowledge.

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Самарский государственный технический университет 443100, г. Самара, ул. Молодогвардейская, д. 244, Российская Федерация Аннотация. Цель. Теоретически обосновать сущность и содержание социально-экологической ответственности технического специалиста и её значимость в его профессиональной деятельности. Процедура и методы. Авторами осуществлён теоретический анализ значимости социальноэкологической ответственности на различных этапах инжиниринга и состояния проблемы формирования данного качества у обучающихся в процессе их подготовки в техническом университете. Результаты. Теоретический анализ показал, что особую значимость при подготовке технических специалистов к производственной деятельности приобретает формирование у них социально-экологической ответственности как важнейшего компонента профессионально значимого качества, влияющего на обеспечение экологической безопасности. Продуктивному формированию у обучающихся социально-экологической ответственности способствуют реализуемые в учебном процессе междисциплинарные дидактические модули дисциплин. Теоретическая и/или практическая значимость. Авторами разработана новая дефиниция «социально-экологическая ответственность технического специалиста» и обоснована её значимости, а также актуализирован опыт использования междисциплинарных дидактических модулей для формирования у обучающихся социально-экологической ответственности. Ключевые слова: социально-экологическая ответственность технических специалистов, учебный процесс, междисциплинарные дидактические модули 1