European International Journal of Pedagogics
73
https://eipublication.com/index.php/eijp
TYPE
Original Research
PAGE NO.
73-76
DOI
3
OPEN ACCESS
SUBMITED
15 April 2025
ACCEPTED
11 May 2025
PUBLISHED
27 June 2025
VOLUME
Vol.05 Issue06 2025
COPYRIGHT
© 2025 Original content from this work may be used under the terms
of the creative commons attributes 4.0 License.
Scientific Research Activity
Of Future Engineers As A
Pedagogical Problem
Askarov Ikhtiyorjon Bakhtiyorovich
Professor., Ph.D., Department of "Vehicle Engineering" of Jizzakh
Polytechnic Institute, Independent researcher at Bukhara State Technical
University, Uzbekistan
Abstract:
This article analyzes the process of preparing
future engineers for scientific research as a pressing
pedagogical issue in modern education. It highlights the
methodological foundations for developing innovative
thinking, problem-based approaches, experimental
work, and research skills in engineering education. The
article also examines current challenges in developing
research competencies among students in technical
higher education institutions and proposes solutions.
Keywords:
Future
engineer,
research
activity,
pedagogical issue, innovative education, research
competence.
Introduction:
At the video selector meeting with the
rectors of 36 universities on June 20, 2024, held under
the chairmanship of the President of our country, on
"Priority tasks in the system of training engineering
personnel," it was noted with regret that the best
practices and achievements in foreign universities were
analyzed through "Cost engineering", "benchmarking" ,
and they were taught to take examples and implement
them in production, " Reversible engineering " teaches
to create similar products without violating copyright by
breaking down the working mechanism of the finished
product into parts, but in our country, no technical
university has established training for these [1].
These criticisms of our President require in-depth
scientific research in such areas of engineering activity
as cost engineering, benchmarking, reverse engineering
, and conducting research to understand and clarify the
essence of engineering activity. In turn, the
accumulation and formation of cost engineering,
benchmarking, and reverse engineering skills in future
engineers requires, first of all, the development of
qualities of a striving for innovation, creative and non-
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standard thinking, scientific and critical thinking on
problems, a systematic and research approach, which,
in turn, determines the relevance of forming skills for
research activities in future engineers [3].
Higher education is one of the main stages in
conducting research activities, and at this stage
students have specific directions of research activities.
There is a need to focus on increasing the effectiveness
of personnel training based on equipping with
educational models and technologies that have
emerged on the basis of new pedagogical theories, to
determine the goals, objectives, and content of the
activities of youth organizations. At the present stage
of the education system, new projects are being
developed and widely implemented. Innovation, as
one of the important tasks of modern higher
education, is the level of education of the future
specialist, sufficient for independent creative solution
of worldview and research problems of a theoretical
and practical nature [2].
Methodology. In this case, the mastery of research
methods belongs to the essential characteristic of a
high level of education of future engineers. In the
studies of V.V.Davidov [5], L.V. Zankov [7], and others,
it is noted that the originality of thought, the creativity
of students, is most fully and successfully manifested
in various types of educational activities with a
research orientation.
Activity is a special form of specialized active attitude
towards the surrounding world, the content of which
is the purposeful transformation of the surrounding
world and its replacement in accordance with people's
interests.
The development and improvement of students'
research activities as a mandatory component of the
specialist training system is one of the important
problems of pedagogy and psychology of higher
educational institutions. In order to interpret research
activity as an interdisciplinary category, we will
consider its following components: activity and
research.
According to V.V. Davidov, in the course of a
multifaceted life, a person, first of all, carries out many
specific manifestations of activity, differing in their
objective content. In other words, each type of activity
has a specific content according to its needs, motives,
tasks, and actions [5].
Analyzing the semantics of the verb "research," V.K.
Müller distinguished the following two parts: "Re" -
"again, once again" and "search" - "scientific research,
verification, testing, testing." Together, they mean
thorough, systematic scientific study conducted in a
specific field of knowledge.
I.A.Zimnaya considered research activity in the broad
context of the information space, where the activity
itself participates as a process, where the subjects of
activity are active. Reflecting on research activity, he
considered the following as a process of interaction: the
activity of subjects working with objects of the real
world or other subjects; the form of subject activity in
research activity, manifested at all levels of its
development
(cognitive,
conscious,
intellectual,
behavioral, social) [8].
Research activity is an activity related to the search for
solutions to creative, research problems, the results of
which are previously unknown, ensuring an active
research point of view.
V.V. Davydov distinguished the following components
of
research
activity:
informational
(obtaining
information about existing knowledge, generalizing,
recording this knowledge); analytical-critical (setting
(forming) the research problem based on the analysis
and critical study of existing knowledge, identifying a
partially or fully unconscious part of the research topic);
personal-research
(conducting
theoretical
and
experimental research to obtain new knowledge,
recording intermediate research results); translational-
formalizing (the emergence of messages and the
appearance of scientific documents, recording the final
research results and obtaining new knowledge) [5].
RESULT AND DISCUSSION
Theoretical analysis of the scientific literature allows us
to identify the essential characteristics of the
dissertation research. Research (in pedagogy) is the
application of the method of scientific knowledge (in a
broad sense) to solve problems in the field of education,
training, upbringing. Research is understood as the
process and result of scientific activity aimed at
acquiring new knowledge about the laws of teaching
and upbringing, the teaching of various disciplines, and
the methodology of organizing educational work.
P. I. Pidkasisty writes that the following features of
research activity arise [11]:
1) purpose is characteristic - cognition;
2) identification of a special area of research;
3) the use of special means of cognition;
4) homogeneity of terms.
A special feature of research activity is that new
knowledge (discovery) obtained once forms the basis
for the emergence of new knowledge for the next
generation, which, in turn, leads to the achievement of
new scientific results.
Research activity of students is a creative cognitive
activity aimed at mastering independent theoretical and
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experimental work using modern research methods
and experimental techniques.
Currently, there is a need for special training of
university students, in particular, future engineers, for
research activities. Therefore, it is necessary to
supplement the categorical apparatus of "research"
with the concept of "preparation." Based on this, we
will consider the etymology of the concept of
"Readiness for research activities." When preparing
future engineers for research activities in engineering
fields of higher educational institutions, it is advisable
to clarify the essence of the concepts of "readiness"
and "preparation." In the process of analyzing
psychological and pedagogical literature, we came to
the conclusion that the concept of "preparation" is
understood as the process of forming the knowledge,
skills, and qualities of a person necessary for
performing professional activity. Most researchers
have defined "readiness" as the result of readiness.
In modern pedagogy and psychology, a very wide
range of theoretical and practical works has
accumulated on the problem of forming a person's
readiness for activity in various fields, but there is no
single approach to solving this problem. Psychologists
have considered readiness for activity from the point
of view of a personal and activity-based approach.
According to the personal approach, training is
considered as a manifestation of individual qualities of
the individual and their integrity, associated with the
effective performance of activities that allow achieving
high results.
According to the activity approach (E.P. Ilin [9] and
others), readiness is considered as a specific mental
state of the individual and is divided into short-term
and long-term readiness, i.e., it is studied in a temporal
state.
Within the framework of the component approach,
readiness for research activity and research
competence are the same (similar) concepts in
meaning. In this case, research competence is formed
throughout a person's life, therefore it was considered
appropriate to talk about the formation of readiness in
the process of training bachelors.
Research competence (readiness for research activity)
is considered non-algorithmic, since students use both
known and new algorithms in its implementation. The
application of critical analysis, communicative and
other skills, personal qualities in the process of forming
research competence in students confirms its
multidimensionality. From this it is evident that
research competence (readiness for research activity)
is characterized by features of basic competence. It is
the basis for the formation of subject-oriented
competence (general cultural and professional).
Because it allows the student to study successfully, to
become a competitive specialist, that is, to become a
competent specialist. This, in turn, determines the
significance of its formation.
Analysis of the essence of the concepts "readiness,"
"professional readiness," "research competence"
allowed us to adjust this concept, taking into account its
similarity to research competence in the context of a
competency-based approach. As a result, we defined
the readiness of future engineers for research activities
as follows. Readiness of future engineers for research
activity is an integrative personal characteristic that
ensures, develops an active research point of view on
innovative technologies and activity in production and
application, and on oneself as its subject. Based on the
analysis of the conducted pedagogical research,
consideration of the important characteristics of
research activity allowed us to conclude that it consists
of three main components:
Activity determines the level of mastery of methods for
performing research actions, the ability to apply formed
skills, methods of actions, and accumulated knowledge
in practice.
Issues of motivation of research activity have been
widely considered. I.Yu.Danilova determined that
motivation for research activity allows: creating an
environment that allows the student to independently
search for solutions to the tasks set before him, a
favorable psychological situation encourages the
pursuit of research. The following are distinguished as
conditions for the development of the student's
cognitive capabilities: interdisciplinary integration,
project activity; students' stable orientation towards
acquiring scientific knowledge; understanding it as a
value for designing their life future; the emotional-value
nature of the relationship between teachers and
students [9].
A.L. Mazaletskaya expressed the motivation of research
activity as a system of factors, including all its types:
motives, needs, interests, inclinations, etc. They
implement the goals of this activity [10].
For the effective preparation of future engineers for
research activities, it is possible to develop the cognitive
activity of students by introducing methods and forms
of active learning, information technologies into the
educational process, implementing the idea of modular
learning in the educational system, and developing a
technology for building a creative direction of learning.
E.Yu. Girfanova's work focuses on the process of
students' awareness of the necessity of research activity
as a factor in their professional development [4].
Thus, the issues of student motivation for research
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activities were considered by researchers in various
aspects: However, insufficient attention was paid to
the motivation of forming readiness for research
activities, the development of a value-oriented system
in research activities, taking into account the provision
of an emotional-value component, the formation of
stable student motivation, and at the same time,
aesthetic and ethical norms for self-expression in the
profession.
CONCLUSION
Interpretation of students' educational and research
activities using teaching methods based on a creative
approach implies the possibility of transitioning to a
subjective point of view by providing students with the
opportunity to choose an individual teaching strategy,
stimulating the formation of students' reflection.
To activate the research activities of future university
engineers, researchers have proposed the use of
innovative technologies, which allows for self-learning
and orientation of activity by activating experience,
creating a successful situation, and entering a reflexive
state.
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