High quality professional training in accordance with the principles of outcome-based approach depends on the learning outcomes students are expected to achieve upon graduation from the educational program. However, the definition of a set of core competencies is just one of the steps that have to be fulfilled, but not enough for successful achievement of intended learning outcomes by the students. The paper considers the role of teaching and learning methods in designing and implementing of educational programs. Flipped Learning is becoming a well-known pedagogical approach in which direct instruction moves consistently from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter. Education of the next generation of practitioners that will creatively implement the Sustainable Development Goals (SDG's) by 2030 requires the complete rethinking by the educator how to do the job being done on a certain way for years. The flipped classroom model addresses how students learn best and become more engaged. Discussions and hands-on activities tend to keep students' interest. While educators work with students directly as they explore the concepts they're learning in class, they can provide immediate feedback that helps students improve their learning as they go. The students pursuing the SDG's creative engagement in classrooms become better at taking the lead on finding valuable resources and pursuing learning their own way using the flipped learning. This approach explores a specific challenge in the development of education and practice.

This paper focuses on the justification and incorporation of sustainable development course into the certified training of engineering educators. Under the ERASMUS+ Project ENTER, a consortium was set up to build the capacity of engineering HEIs by strengthening engineering educators’ preparation by an innovative kind of engineering pedagogy. One of the project tasks is to create a novel multicultural and international approach for formal post-graduate professional and pedagogical education of engineering educators. After a thorough educational market analysis, study of HEIs requirements and educators’ needs, a formal training program was designed. One of the core courses of that program is the course on Sustainable Development. The main aim of this course is to help educators to develop a strategy how to integrate sustainable development principles into engineering education at large.

Currently, the world community is paying even more attention to sustainable development of our society: moderate consumption, greening and environmentalization of professional activities, responsible resource management, and other aspects that affect nature and society as a whole, as well as the ability to conserve resources for future generations. Considering sustainable development principles is an integral part of training specialists in the field of engineering and technology. Graduates should build their professional activities in accordance with ethical, social, environmental standards, be responsible for the technical decisions they make, be able to forecast and reduce/prevent damage from the technologies they develop. The modern educational process requires adjustments in order to introduce the principles of sustainable development into the training process of engineers. On September 25, 2015, the States Members of the United Nations adopted the Agenda for Sustainable Development until 2030. It contains a number of goals aimed at eradicating poverty, conserving resources of the planet and ensuring well-being for all. Each of the 17 Goals contains a number of indicators to be achieved by 2030. To achieve the Goals in the field of sustainable development, shared efforts of the governments, private sector and civil society are needed. Education is recognized as the most important mechanism for ensuring sustainable social and economic development. The wide recognition of the education and closely related upbringing and enlightenment as a decisive factor has made it necessary not only to consider the main issues related to the ecology and social responsibility in the process of training of engineers but also foster the sustainable development mindset of the students.

No abstract

Facilitated by public administrations and the European Union, higher education institutions should support their teachers so they develop the skills for online and other forms of teaching and learning opened up by the digital era and should exploit the opportunities presented by technology to improve the quality of teaching and learning. The article focuses on new European Union grant programs that empower the increasing of digital literacy in the higher education area, developing cooperation, and overcoming challenges during the coronavirus pandemic. This initiative can empower a new European University and support an international project aimed at certification of professional educators with the participation of a Russian partner.