The study demonstrates the possibilities of using massive open online courses in engineering education. In order to study the impact of digital learning formats on the acquisition of key engineering competencies by students, an educational experiment was carried out; it was performed as part of the study of the Fire Safety discipline on the basis of the online educational platform Khan Academy. Conceptually, the educational process was aimed at studying the capabilities of software in the field of fire safety, namely: PyroSim, Pathfinder, FireRisk, FIM, FireCategories, PromRisk, FireDistance, as well as gaining professional competencies in the process of performing practical tasks. The educational experiment involved third-year intramural and extramural students of the Faculty of Engineering (The Saint-Petersburg University of the State Fire Service of the EMERCOM of Russia) and Moscow City Pedagogical University. The online educational course was conducted with an emphasis on consolidation and acquisition of professional engineering knowledge and skills in the development of fire safety projects under simulated risk conditions using modern software and an innovative educational platform. The participants demonstrated a high level of involvement, initiative and professional aspirations in the learning process. In the context of the educational experiment, the key competencies required for 21st century engineers have been identified. The students confirmed the positive impact of digital pedagogical tools on the acquisition and development of key competencies necessary for further professional activity. Having completed an online course on the Khan Academy platform focused on the applied interaction with advanced software in the field of fire safety, students identified skills that should be developed and consolidated, namely: teamwork skills and the ability to work in multidisciplinary teams, the ability to manage projects (management, planning, scheduling, budgeting, etc.); the ability to define, formulate and solve engineering problems; the ability to effectively prioritize; striving for lifelong learning; willingness to take a calculated risk; ability to make professional decisions; self-regulation and self-motivation. However, the development of important engineering competencies such as high ethical standards, honesty and global social, intellectual and technological responsibility; good communication skills, high emotional intelligence and cognitive flexibility; entrepreneurial spirit and customer focus requires educators to search for different pedagogical methods and practices. The assessment of the impact of digital learning formats on the acquisition of key engineering competencies was subjective, but revealed pedagogical approaches to the qualitative development of engineering personnel. An effective combination of traditional classroom and virtual interactions can create a complex paradigm of high-quality engineering and technical education that is competitive in the market environment.

The paper is devoted to the content, organization, methodology of formation and intensification of students’ cognitive activity. Theoretical and methodological model of cognitive activity is described. The stages, data and the results of the experiment aimed at the intensification of of students’ cognitive activity are presented. Improvement of higher school instruction process is impossible to be achieved without intensification of students’ cognitive activity. To solve this task, it’s necessary to take into consideration some factors. Firstly, the teacher takes on the roles of a facilitator and a challenger to help students learn to look for answers and to solve the problem independently, which makes it possible for the students to develop their critical thinking skills and to treat both their own hypotheses and those of other students more critically. Secondly, creation and application of the theoretical model of cognitive activity with certain stages: perception, thinking over, remembering (memorizing), exercises and assignments for knowledge acquisition in practice, further repetition and application of the acquired knowledge in practice is necessary. The presented theoretical model is successfully implemented in the process of studying the English language by the students of Engineering School at the Far Eastern Federal University. The results of using students’ project-based activity while teaching and studying the English language confirmed the effectiveness of the theoretical model of intensifying students’ independent cognitive activity.