USING OPEN EDUCATIONAL PLATFORMS TO DEVELOP ENGINEERING THINKING IN MICROELECTRONICS COURSES
DOI:
https://doi.org/10.31110/2616-650X-vol13i6-013Keywords:
open educational resources, microelectronics, engineering thinking, digital platforms, STEM education, Tinkercad, CircuitVerse, simulators, project-based learning, informatics teacher training, professional educationAbstract
Under the influence of informatization and the rapid development of digital technologies, open educational platforms are becoming an accessible tool not only for self-directed and formalized learning but also for the development of various personal qualities in the process of professional training. This article addresses the issue of developing engineering thinking in higher education students during microelectronics courses through the use of open educational platforms. The study emphasizes that open digital resources play an increasingly important role in fostering practice-oriented, logical-analytical, and project-based thinking in students of technical and pedagogical specialties within a STEM-oriented approach. A theoretical analysis of the potential of platforms such as Tinkercad Circuits, Falstad, CircuitVerse, All About Circuits, Learnabout-Electronics, and MIT OpenCourseWare was conducted, along with an empirical investigation of stakeholder opinions regarding the usability, motivational impact, content logic, and functionality of these resources. A comparative analysis of the platforms was developed based on the following parameters: type of resources, interface, level of simulation, and didactic capabilities. The findings indicate that the most effective environments for developing engineering thinking are those that combine simulation, interactivity, theoretical support, and variability in project tasks. Working with such platforms encourages students to analyze circuits, search for technical solutions, engage in modeling, and reflect on the results. The discussion section examines how the identified trends align with international experience and describes the conditions for the effective pedagogical integration of open educational platforms into microelectronics course structures. The article concludes with findings on the prospects for further research and provides recommendations for the didactic support of OEP use in training future specialists in engineering and pedagogy.
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