Development of spatial representation (the ability to imagine three-dimensional objects using flat pictures or drawings), skills of the intuitive decision of spatial problems and more meaningful use of CAD software are essential for qualified education of students. Visualization of geometric problems helps students to understand and to solve the given geometric tasks. The paper describes types of visualization of geometrical objects from graphic exercises of compulsory subject "Civil Engineering Graphics". This course is specified for Civil engineering undergraduate 2nd year students of Riga Technical university.Performance of a breadboard model, creation of the given model using ArchiCAD and using augmented reality (AR) software are included in the course "Civil Engineering Graphics" assignments. The examples of the tasks of 3D modeling in learning process are presented in this article. AR application allows faster understanding of complicated spatial problems and relationships and was used to entertain the students during the studies. Before mentioned approach was enabled to develop spatial skills of students, facilitate the students to obtain more practical experience in solving graphic exercises and was supposed enhance the quality of graphic education.

Contemporary researches show that triggering interest can enhance students’ thinking skills, creativity, joy of learning and improved performance. The digital technologies can be beneficial for students’ learning engagement and motivation. The digital context helps students to keep positivity in education process that allows to activate attention, memory, and makes learning skills better. Augmented Reality is one of technologies that lets you interact with the real world and virtual objects at the same time. Augmented Reality application enables faster comprehension of complex spatial problems and relationships, which makes it useful during the learning process of engineering graphic courses. In this paper the application of AR technologies in RTU engineering courses is described. The results of this approach will be useful for vocational school teachers, college and university teachers in the successful integration of AR technologies in the teaching process.

The quality of engineering education is closely related to the development of spatial skills of students and the ability to create and read the drawings. Visualization improves the efficiency of the information; as for visualization of geometric tasks of graphical subjects, it helps students faster comprehend complex spatial problems and solve the given exercises.The given article describes the study of the methodology of teaching graphical subjects from the point of view of methods of representations of education materials, the degree of inspiration and engagement of students in learning activities. The research was conducted in Latvia, Lithuania, Spain, Germany and Poland within the project "Contemporary Approach to the Development of Spatial Comprehension through Augmented Reality Content" (SPACAR).

The contemporary generation of students reluctantly uses traditional teaching tools such as textbooks, which makes it necessary to create interactive training materials using modern technologies. This article presents the experience of creation of interactive educational materials for graphical engineering disciplines, which is aimed for students of colleges and vocational schools. In the material developing, the didactic experience of technical universities teachers from five countries has been summarized. Elaborators of this course have got joint goals of improvement of quality of education and solving similar problems of fast and efficient presentation of educational material acceptable to the modern generation of students.

For long years, Baltic cities and Kobe city had strong relationship at administrative aspect and academic aspect. Recent several years, the relationship has been recognized again and started cooperative activities again. And there are some cooperative plans in future. In this paper, authors would like to explain history and starting/restarting chance of relationship between Baltic university and Kobe University, cooperative activities in recent years, and cooperative activities at now and in future.