The article is devoted to application of online learning within education of future engineers during the Covid-19 pandemic. Online learning challenges traditional education mode due to the rapid development of modern information technologies. The problem of online education is relevant in connection with the urgent transfer of education to the online format during the COVID-19 pandemic. Application of online learning within engineering education meets the needs of new social situation, it provides updating teaching mode, teaching content, teaching concept, teaching level, and testing means. Online learning is characterized by the changes of teacher's role, student's status, media's role, and teaching process. The authors conclude that practical applicability of data visualization combined within online education of future engineers leads to the development of their professional competence. Application of online learning provides new tools for engineering teaching and becomes an important force for improving future engineers’ knowledge, skills and learning efficiency.

One of the trends in the development of modern education is the focus on its individualization. Focus on student's personality reveals the contradiction between construction of algorithms that ensure the quality of teacher's performance, and the increase of the creative component that allows the teacher to go beyond the prescribed work. Under these circumstances, the creative teacher is confronted with numerous risks. Modern trends in the development of teacher education do not disregard the professional readiness of the teacher to innovative activity, but due to different reasons, transformation can not always be successful.This determines the object of our research -the strategy of innovations in teacher training. The study considers the main approaches to innovative scenarios of teacher education. The subject of the research is the teacher's ability to recognize risks in innovative educational activity (risk-recognizing competency). The aim is to introduce this competency as a tool in enhancing the effectiveness of the teaching performance. The methodology of the research was grounded by the dialectical theory of knowledge and its principles.School teachers admit their incompetency in projecting the innovative process, identifying risks, summing up the results of their activity, minimizing the negative effects of innovations.To sum up, risk-recognizing competency is the "competence of the future". It is aimed at improving the efficiency of innovative educational activities. We consider it as an imperative of educational creativity and of finding non-standard solutions.

The article outlines the need of reforming the higher education system, which should be aimed at educating graduates who are able to coordinate their future professional activities independently by means of mobile education. The authors conclude that this is impossible without the formation of research competence of students during their studies at the university. One of the main tasks of higher education is not only to present information to students, but to form the ability to obtain it independently, to be able to process it and to look for non-standard solutions. Motivational, communicative, reflexive, personal components within the structure of research competence are revealed in the article. The results of experimental work of formation of research competence of students by means of mobile education are presented. The authors conclude that educational activity becomes more continuous and motivated within formation of research competence of students by means of mobile education.

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