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THE IMPORTANCE OF DIGITAL TECHNOLOGIES IN
TEACHING ENGINEERING COMPUTER GRAPHICS
THROUGH THE PTS (PROFESSIONAL TECHNOLOGY
SYSTEM) PLATFORM
J.Z. Tojiboye 1, U.N. Isma o a2
Resea che s a he Scien i ic Resea ch Ins i u e o Pedagogical Sciences o he Republic o
Uzbekis an named a e T.N. Qo i Niyoziy1,2
h ps://doi.o g/10.5281/zenodo.17655309
Abs ac . While eaching has been a p io i y in he adi ional educa ion sys em, he use o
digi al echnologies is gaining signi ican impo ance in he e a o in o ma iza ion. The p io i y is
shi ing owa ds eaching s uden s how o lea n. The e o e, i is necessa y o eplace he “ eache -
ex book-s uden ” pa adigm o educa ion wi h he “s uden - ex book- eache ” pa adigm. The
sho comings o he wo k ca ied ou on eaching enginee ing compu e g aphics p og ams in
highe educa ion ins i u ions based on he me hod o mu ual compa ison ha e been elimina ed.
Keywo ds: digi al echnology, educa ional echnologies, mul imedia, digi iza ion.
In oduc ion
In he Ac ion S a egy on he i e p io i y a eas o de elopmen o he Republic o
Uzbekis an, “ u he imp o emen o he con inuous educa ion sys em, inc easing he
oppo uni ies o quali y educa ion se ices, con inuing he policy o aining highly quali ied
pe sonnel in acco dance wi h he mode n equi emen s o he labo ma ke ” (1) is de ined as an
impo an ask. In implemen ing his ask, he de elopmen o design skills o highe educa ion
s uden s depends on hei spa ial imagina ion, c ea i e ac i i y, and p o iciency in designing
p ac ical issues ela ed o he ield. These quali ies a e enhanced h ough he widesp ead use o
digi al echnologies in educa ion.
In highe educa ion ins i u ions, in he bachelo 's p og ams o oca ional educa ion, he
subjec s o "Me hodology" a e augh in he uppe cou ses o imp o e he p o essional aining o
u u e eache s. These subjec s no only co e adi ional app oaches o eaching bu also de elop
skills in applying he mos ad anced me hods. Howe e , his subjec does no ha e su icien
capaci y o adequa ely add ess he issues o c ea ing me hodological and didac ic ma e ials.
Thus, achie ing a high le el o p o essional-pedagogical aining o a echnology
educa ion eache equi es he p esence o he ollowing condi ions: he deg ee o p o essional and
pe sonal o ma ion o he u u e echnology educa ion eache is closely linked o he o e all
e ec i eness o he pedagogical sys em ha illumina es he essence o he o ganized p ocess; he
o ganiza ional managemen o he p ocesses ensu ing he p o essional o ma ion o he u u e
echnology educa ion eache should be imp o ed in a pu pose ul manne ; e lec i e managemen
gua an ees he achie emen o he in ended goal in he p o essional o ma ion o he u u e
echnology educa ion eache .
(2) In he p o essional de elopmen o u u e echnology educa ion eache s, p o essional
g aphic compe ence and de elopmen a e closely in e connec ed: on he one hand, p o essional
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g aphic compe ence is o med du ing he p o essional de elopmen p ocess; on he o he hand, i
se es as a key indica o o he indi idual's mani es a ion as a specialis .
Despi e he g owing in e es in he issue o p o essional g aphic compe ence, ques ions
ega ding he na u e, s uc u e, dynamics, and unc ions o his phenomenon emain un esol ed
and augh wi h nume ous ambigui ies. In ou iew, he p ima y eason o his lies in he
insu icien s udy o he social quali ies applied o he place o p o essional g aphic compe ence
wi hin he o e all s uc u e o he indi idual. To in es iga e he p oblem o p o essional g aphic
compe ence, i is i s necessa y o unde s and he posi ion his eali y occupies wi hin he sys em
o pe sonal quali ies and he ole i plays in he indi idual's p o essional and social sel -awa eness.
In his ega d, he p oblem a ises o aining oca ional educa ion eache s who can use
eady-made so wa e-based educa ional-me hodological de elopmen s o c ea e hei own. To
o m he knowledge, skills, and compe encies o u u e eache s in pedagogical design wi hin he
elec onic in o ma ion educa ional en i onmen du ing he oca ional educa ion p ocess, i is
expedien o in oduce he (PTS) pla o m. This pla o m ensu es ha u u e oca ional educa ion
eache s mee he equi emen s o he s a e educa ional s anda d o he ele an cou se in he
cu icula de eloped o oca ional educa ion ins i u ions, in e ms o mode n pedagogical
echnologies, hei applica ion in he educa ional-upb inging p ocess, and he consis en equipping
o he lesson p ocess wi h P o essional Technology.
The ex ensi e use o digi al echnologies by s uden s se es o accele a e scien i ic and
echnical de elopmen in socie y and, on his basis, o achie e socio-economic p og ess.
“In oducing mode n o ms and me hods o eaching, in o ma ion and mul imedia echnologies
in o he educa ional p ocess, p o iding highe educa ion ins i u ions wi h mode n educa ional
echnology and labo a o y equipmen , educa ional and me hodological li e a u e, suppo ing and
encou aging scien i ic esea ch and inno a ion ac i i ies, and aking measu es o o ganize and
de elop mode n scien i ic labo a o ies in highe educa ion ins i u ions” (3) ensu e he aining o
compe i i e pe sonnel and he demons a ion o hei p o essional mobili y and c ea i i y.
The digi iza ion o all sphe es o human ac i i y has led o he ans o ma ion o cen u y-
old pedagogical echnologies. New eaching ools equi e econside ing he undamen al issues o
pedagogy: who should be augh in he highe educa ion sys em a he cu en s age o socie al
de elopmen , wha he con en o educa ion should be, and wha o ms and me hods should be
used as he basis o aining highe educa ion specialis s (4). Taking he abo e in o accoun , we
conside he e ision o he con en o he enginee ing compu e g aphics subjec o be one o he
u gen p oblems in eaching his discipline. I is app op ia e o conside he achie emen s o oday's
science and echnology ields when eo ganizing he con en o digi al echnologies.
Didac ic P inciples and Thei Digi al Con ex
The analysis o s udies de o ed o he p oblems o eaching p inciples allows o he
iden i ica ion o didac ic p inciples common o all subjec s. Resea che s ag ee on he nomencla u e
o didac ic p inciples. Howe e , he con en o hese p inciples is in e p e ed di e en ly. Such
p inciples include:
he p inciple o educa ion and upb inging;
he p inciple o in e connec ion be ween heo y and p ac ice;
he p inciple o scien i ici y;
he p inciple o comp ehensibili y;
he p inciple o compa ibili y and consis ency;
he p inciple o consciousness and c ea i e ac i i y;
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he p inciple o isibili y;
he p inciple o consis ency in educa ional ou comes and he de elopmen o
cogni i e abili ies;
he p inciple o conside ing indi idual cha ac e is ics o lea ne s and he
collec i i y o educa ion;
he p inciple o posi i e emo ionali y in educa ion.
When di iding he con en and p ocess o educa ion in o wo pa s, adi ional didac ic
p inciples can be condi ionally di ided in o hese wo g oups. The condi ionali y o sepa a ing
didac ic p inciples in his way is explained by hei in e dependence and in e connec edness. As
an example, we ci e he condi ionali y o sepa a ing he p ocesses o educa ion, upb inging, and
de elopmen . The p inciples o educa ional con en include:
he p inciple o scien i ici y;
he p inciple o comp ehensibili y;
he p inciple o consis ency;
he p inciple o con inui y;
he p inciple o in eg i y;
he p inciple o in e connec ion be ween heo y and p ac ice;
he p inciple o con inui y.
P inciples o Con en Selec ion:
The P inciple o Scien i ici y. M.D. Damme (5) demons a ed he de elopmen o he
con en o he scien i ici y p inciple. Acco ding o he esea ch esul s, he con en o his p inciple
was i s p esen ed in 1950 by M.N. Ska kin in he o m o eigh equi emen s:
1. he scien i ic eliabili y o in o ma ion deli e ed o s uden s;
2. e ealing he essence o ongoing e en s;
3. showing e en s in co ela ion;
4. displaying e en s in de elopmen and highligh ing he sha p cha ac e is ics o his
de elopmen ;
5. in oducing lea ne s o he mos impo an heo ies ha enable co ec dialec ical-
ma e ialis ic in e p e a ion o e en s;
6. c ea ing co ec ideas in lea ne s abou knowing he wo ld and he powe o he
human mind;
7. o ming co ec hough s in s uden s abou absolu e and ela i e u h;
8. in oducing s uden s o scien i ic esea ch me hods.
We ag ee wi h he opinion o Z.K. Me e uko a and A.R. Chinazi o a: “The p inciple o
scien i ici y in educa ion should ake in o accoun he exis ence o ‘scien i ic plu alism’ in he
educa ional componen . Di e en app oaches o a single scien i ic p oblem expand s uden s’
hinking scope and encou age hem o sea ch o u h” (6). The iews o G.M. Che nabelskaya
can be unde s ood om he las wo ds o he quo e: “Scien i ic con en is achie ed no by gi ing
s uden s eady-made knowledge, bu by in oducing hem o scien i ic esea ch me hods” (7, p.
18).
Taking all o he abo e in o accoun , i can be s a ed ha in he p ocess o scien i ic and
echnical de elopmen , he olume o scien i ic knowledge ha s uden s mus acqui e is
inc easing, while he ime alloca ed o s udying he ma e ial emains unchanged. In ou epublic,
he con en o educa ional echnologies and he me hod o eaching hem ha e no changed in he
las 25 yea s. Since 2022, only Au odesk’s Au oCAD so wa e has been used in enginee ing
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g aphics and ela ed ields in he Republic o Uzbekis an. Howe e , s uden s a o eign highe
educa ion ins i u ions can mas e se e al digi al p og ams. These p og ams pe ain o cons uc i e,
unc ional, and echnological sys ems. Conside ing ha pedagogical highe educa ion ins i u ions
ain pedagogical pe sonnel, we belie e i is app op ia e o use only p og ams ela ed o he
cons uc ion sys em.
In ou opinion, he bes way o make e ec i e use o he ime alloca ed o digi al
echnologies and simul aneously ensu e compe i i eness is o each se e al p og ams ela ed o he
design sys em by compa ing hem wi h each o he . This is explained by he uni o mi y o he
ope a ing p inciples o he p og ams, hei asks, and he esul s achie ed wi h hei help. This, in
u n, equi es imp o ing he equi emen s o s uden s’ knowledge, skills, and quali ica ions in he
ield o enginee ing compu e g aphics. An enginee ing compu e g aphics s uden should know
he ollowing:
he his o y o digi al echnologies;
he sec ions o digi al echnologies;
he sys ems (PTS) included in he cons uc ion g aphics sec ion;
digi al echnologies ope a ing in he PTS sys em and hei ope a ing p inciples;
elec onic image o ma s;
equipmen panels used o d awing;
algo i hms o d awing an objec based on i s spa ial posi ion.
Conclusion
The bes way o make e ec i e use o he ime alloca ed o enginee ing compu e g aphics
and simul aneously ensu e compe i i eness is o each se e al p og ams ela ed o digi al
echnologies by compa ing hem wi h each o he . This is explained by he uni o mi y o he
ope a ing p inciples o he p og ams, hei asks, and he esul s achie ed wi h hei help. This, in
u n, equi es imp o ing he equi emen s o s uden s’ knowledge, skills, and quali ica ions in he
ield o enginee ing compu e g aphics.
REFERENCES
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7. Che nabelskaya G.M. Me hods o eaching chemis y in seconda y school (Tex book o
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