The article presents the implementation of future agricultural engineers’ training technology in the informational and educational environment. To train future agricultural engineers, it is advisable to form tutorials for the study of each discipline in the conditions of informational and educational environment. Such tutorials are an assistance in mastering both theoretical material and course navigation, where interactive electronic learning tools are presented to perform tasks in the informational and educational environment. Higher education applicants perform such tasks directly in the classroom with the help of gadgets or personal computers. The final grade is formed from the scores obtained in the classroom and the rating of higher education applicants while studying in the informational and educational environment. The outlined approach is able to help in the quality of learning content. The use of interactive audiovisual online tools allows to get acquainted with the theoretical, practical and experimental provisions clearly, it is important for the training of future agricultural engineers. At the end of the experiment, it can be argued that the developed technology increases the level of motivation and self-incentive to work in the informational and educational environment. The application of the presented technology provides an opportunity to combine the educational process in the classroom with learning in the informational and educational environment, forms analytical abilities and competencies in professional activity. The reliability of the obtained results was checked using the λ Kolmogorov-Smirnov criterion. It is determined that when using this technology in the educational process, the indicators in the experimental group increased, which displays the effectiveness of training bachelors in agricultural engineering in the conditions of informational and educational environment.

The article presents the technology of application of 3D models of electrical engineering in the performing laboratory work. It was outlined the organizational and methodological conditions, forms and methods, learning tools of the proposed technology. The organizational and methodological conditions include the use of computer 3D models in laboratory work; creation and implementation into the educational process laboratory work that involves the development of computer 3D modeling; providing the necessary guidelines for the use and development of computer 3D modeling during laboratory work. Application of the 3D models in the performing laboratory work of electrical engineering disciplines can be realised on the initial, average and high levels. Upon completion of the development of the presented technology, an experimental study was conducted, which included the identification of the appropriate level of use of 3D models in the process of performing laboratory work in the study of electrical engineering disciplines. The obtained experimental results were verified using Student's statistical t-test for relative indicators. The result of the implementation of technology is the application of 3D models in educational and professional activities in the field of electrical engineering.

The article presents the implementation of future agricultural engineers’ training technology in the informational and educational environment. To train future agricultural engineers, it is advisable to form tutorials for the study of each discipline in the conditions of informational and educational environment. Such tutorials are an assistance in mastering both theoretical material and course navigation, where interactive electronic learning tools are presented to perform tasks in the informational and educational environment. Higher education applicants perform such tasks directly in the classroom with the help of gadgets or personal computers. The final grade is formed from the scores obtained in the classroom and the rating of higher education applicants while studying in the informational and educational environment. The outlined approach is able to help in the quality of learning content. The use of interactive audiovisual online tools allows to get acquainted with the theoretical, practical and experimental provisions clearly, it is important for the training of future agricultural engineers. At the end of the experiment, it can be argued that the developed technology increases the level of motivation and self-incentive to work in the informational and educational environment. The application of the presented technology provides an opportunity to combine the educational process in the classroom with learning in the informational and educational environment, forms analytical abilities and competencies in professional activity. The reliability of the obtained results was checked using the ???? Kolmogorov-Smirnov criterion. It is determined that when using this technology in the educational process, the indicators in the experimental group increased, which displays the effectiveness of training bachelors in agricultural engineering in the conditions of informational and educational environment.

Introduction. The use of interactive and online tools of digital platforms is a perspective area in the study of general technical disciplines, as future engineers during training will need clarity of theoretical material when studying theorems, laws; work with calculation methods, graphic content, special engineering programs during laboratory and practical work. In addition to tradi- tional materials such as video and printed materials, training courses in global digital platforms provide interac- tive and online learning tools for future engineers. The purpose of the article is the technological analysis of possibilities of modern digital platforms for studying by future engineers of general technical disciplines is pre- sented. Results. The main characteristics of general technical disciplines are determined. Technological features, char- acteristics and capabilities of modern digital platforms Kajabi, Wiziq, Skillshare, Treehouse, Udemy, LinkedIn- Learning, EdX, Udaciti, Khan Academy, iSpring, WebTu- tor, Teachbase for study by future engineers of general technical disciplines are considered. Having analyzed the technological properties of each of the distance learning platforms, it is worth to note that in addition to video or multimedia presentation, such platforms have a wide range of tools, namely: webinars, interactive tasks, surveys, test simulators, screencasts, online labs, interactive use textbooks. This is relevant when studying general technical disciplines that require work with graphic mate- rial, explanations of methods for calculating engineering objects, work with creative engineering problems, conduct- ing experiments and proving theorems and laws and consolidating the acquired knowledge. Originality. The tools of digital educational platforms were identified, which should be used to teach general technical disciplines of future engineers in the context of the informational and educational environment of higher education applicants. Conclusions. In analyzing the advantages and disad- vantages of digital platforms in the context of studying general technical disciplines, it is determined that future engineers need to use a wide range of interactive and online tools of modern digital platforms to ensure quality mastery of technical and engineering knowledge and skills.

The work describes the technology of acquiring professional competences in general technical disciplines by bachelors in agricultural engineering in the conditions of a media communication educational environment. In the framework of integration into the global educational space, it is important to focus the curricula of higher education applicants on a competency-based approach. In the conditions of technical progress, the competency-based approach in the training of higher education applicants should be implemented through three aspects: the development and implementation of modern educational standards in the pedagogical practice of training future specialists; training of students of higher education by means of digital media communication technologies; reliable quality control of the acquisition of competences in the digital space. Obtaining the appropriate level of acquisition of professional competences by higher education applicants requires the use of media communication technologies. The technology of creating a repository of competencies, the system of their coding, and the leading principles of developing a set of tasks for the formation of professional competencies in general technical disciplines by bachelors in agricultural engineering are considered. The implementation of the proposed technology is based on: creating a repository of professional competencies in the digital space, linking the professional competencies embedded in the repository to tasks in the digital educational space, and monitoring the acquisition of professional competencies by higher education applicants by means of the digital media communication environment. The acquisition of professional competences takes place within the web resources of the higher education institution, which have the following blocks: information blocks on disciplines; consultation points for applicants and tutors through thematic forums, chats and e-mail; block of presentation of educational information in text, audiovisual, graphic form; controlling and analytical divisions of digital media communications. In the process of completing the task, higher education applicants and tutors have the opportunity to monitor the degree of acquisition of certain competencies, and at the end of training to evaluate the overall picture of competencies acquired as a result of training in all courses provided for in the educational program.