The problem of the research is due to the need to create a special engineering style of thinking within the digital educational space, which implies readiness for research, creativity, responsibility, and supported by modern high-tech tools in order to provide resources for solving the problems of Industry 4.0. The purpose of the study is to theoretically substantiate and experimentally verify the effectiveness of using 3D technologies for the formation of engineering thinking as an important competence of a high-demand specialist in the digital society. The research methodology is a theoretical and methodological analysis and generalization of fundamental scientific works in the field of digitalization of education, training of engineering and technical personnel, three-dimensional modeling, application of software for the development of thinking. The pedagogical experiment uses the example of assessing the formation of personality qualities and skills that form the basis of engineering thinking. The sign criterion G is used as a method of statistical processing and verification of the reliability of the obtained results. Research results. The authors clarify the concept "engineering thinking" in the context of training specialists for Industry 4.0 and substantiate the potential of 3D technologies for the formation of engineering thinking. They formulate the principles and supporting directions of the mentor of students' research activities in 3D modeling. The authors present a system of work on an interdisciplinary project underlining skills significant for the formation of engineering thinking. The authors come to the conclusion that the use of 3D-technologies in training creates additional conditions for the development of qualities and skills that ensure the integrity of engineering thinking formation as a universal competence of a high-demand professional of the future.

The problem and the aim of the study. The transformation of the educational environment identified the following development priorities for the didactic system: support for lifelong learning; personal orientation and taking into consideration the individual students’ personality structure; use of digital technologies to provide training of the sought-after professionals of the future. The authors propose to implement these requirements with the means and capabilities of modern information technologies that maximally take into account the characteristics of personification. Research methods. Theoretical and methodological analysis and generalization of fundamental scientific works on the research problem, processing of test results, problem solving, student’s choice (digital technology, appropriate software, functionality, sequence of tasks) were applied. The pedagogical experiment was attended by 101 students (35% of girls and 65% of boys) of the Law Institute of Vyatka State University of Kirov, Russia. The Fisher's criterion (angular transformation) was used as a statistical processing method. Results. The essence of the concepts "personal educational trajectory", "personal educational route" has been clarified. The challenges associated with the digital educational environment and a focus on training of the required professionals of the future were taken into account. The problems of personalization of learning (awareness of choice, determination of characteristic factors of the educational model, gradation of the task system) are identified, the content of which is described from the standpoint of the formal scheme of information interaction. An example of designing a personalized educational model is presented by studying the technology of processing spreadsheets (a system of educational problems that guide the trajectory of cognitive performance). At the control stage of the experiment, statistically significant differences were revealed between the experimental and control groups in terms of the level of formation of digital skills and skills that are in demand in the information society (φcrit=1.64<φemp=2.492). Conclusion. Work with digital technologies offers the opportunity to take into account the orientation of the modern educational space towards personalization, the continuity of learning due to the implementation of the described formal scheme of information interaction between a teacher and a student in educational and cognitive activities; designing a differentiated system of tasks; supporting the student's informed choice; social and professional orientation of action.

Problem and goal. Development of linguistic diversity, creative ideas in foreign language communication are key areas of international activity supported at the level of the United Nations. An important condition for effectiveness of any dialogue is verbal creativity. Preparation of the individual for professional creative thinking, for overcoming verbal stereotypes takes place in professionally-oriented communication. The authors suggest using interactive resources of flash cards in teaching to develop students’ verbal creativity. Metodology. Teaching a foreign language using flash cards is based on the Leitner method. Flash cards as thematic cards depicting objects (concepts) are also used for development of speech (vocabulary, morphology, word formation, syntax, pronunciation), and psychological processes leading to new results (fluency, originality, flexibility). The testing developed by the authors is carried out, it includes the parts “Vocabulary,” “Morphology,” “Word formation,” “Syntax,” “Pronunciation,” “Torrance figure test.” An experimental study was conducted at Vyatka State University during the study of the disciplines “Electronic resources in the professional activity,” “Foreign language.” 60 first-year students studying psychology (bachelor degree level) are involved. The Lexilize resource is used to create flash cards. Statistical processing of the results was performed using Pearson’s chi-square test. Results . Students study services for creating flash cards, use them to process new material, memorize and present concepts, word formation in a variety of contexts. Statistically significant differences in the qualitative changes that occurred in the system according to the levels of development of verbal creativity were revealed. Conclusion. The features of the presented version of using flash cards when teaching are described: combination with other means (mobile applications, simulators, infographics) and traditional forms of information transfer; interdisciplinary connections. Rules are formulated, implementation of which ensures effectiveness of using flash cards for development of verbal creativity.

The article is devoted to the use of 3D modeling and rapid prototyping in the process of teaching schoolchildren abroad. The relevance of this approach is shown on the example of the UK, Singapore, Japan and the USA, where the implementation of additive technologies is becoming one of the priority areas of education development. Various formats of using 3D modeling in the educational process are considered. The potential of 3D modeling and prototyping as an object of study and a teaching tool, as a tool to increase the involvement of schoolchildren and their motivation is analyzed. The methodological techniques used in foreign pedagogical practice of using 3D technologies are considered. Difficulties arising in the implementation of 3D modeling and prototyping in the educational process are indicated. The prospects for further research in this direction are shown. They are associated with the need for a more detailed study, understanding and systematization of foreign experience in order to further adapt to the conditions of the Russian school and develop, on its basis, original author's methods that are most effective for the formation of digital competencies of students.

The problem and the aim of the study. The formation of critical thinking is one of the most important tasks that teachers face in the vocational education system. The complexity, versatility of the studied objects, phenomena and processes of reality make it necessary for the mentors of the digital school to look for universal methods of cognition. The authors propose to use the modeling method in 3D graphics environments to form critical thinking as an important skill that meets the challenges of globalization and transformation. Research methods. The main method is modeling, as a general scientific method for studying the phenomena of reality using the analogy between the model and the original. The research was carried out on the basis of Vyatka State University for students of the training programme 44.04.01 Pedagogical education, profile Informatization of Education (master degree level). A software tool for organizing modeling as a method of teaching and scientific cognition is SketchUp. The Pearson’s χ2 (chi-square) criterion was used as a method for statistical processing of the experimental data. Results. The students of the experimental group used modeling in the environment of three-dimensional graphics at the following stages: acquiring theoretical information about the original object, creating a substitute model, developing a system of research problems, reflection, checking and adjusting the results in the conditions of the original object, the statement of a qualitatively new knowledge. The assessment of the levels of formation of critical thinking was carried out and statistically significant differences in the qualitative changes that occurred in the pedagogical system were revealed, χ2emp.2 > χ2crit0.05 (6.42 > 5.99). In conclusion, the conditions under which three-dimensional modeling contributes to the development of basic properties that ensure the formation of critical thinking are generalized: application together with other methods of scientific knowledge; modeling not only in a software environment for creating a 3D project, but also developing an Instruction as a model for its practical application; obtaining qualitatively new knowledge, etc.