Problems and prospects of integrating philosophy into the educational process of higher technical educational institutions in the era of digital transformation

Abstract

The article discusses the key problems and prospects of integrating philosophy into the system of higher technical education in the context of digital transformation of social, economic and educational processes. Based on a critical analysis of 42 modern scientific publications, international educational statistics, and expert survey data (n=156), the key role of philosophy in shaping a holistic worldview, critical thinking, ethical and axiological competencies of future engineers and technicians in the VUCA era is substantiated. The problems of the devaluation of the humanities, the lack of methodological links between philosophy and the disciplines of the professional cycle, and the insufficiency of practice-oriented interdisciplinary courses are considered. The article proves the need to update the content, forms and methods of teaching philosophy, taking into account the value and cognitive characteristics of modern students, the specifics of engineering in the digital age. Promising areas of conceptual and didactic modernization of philosophical education in technical universities are identified: strengthening the methodological function of philosophy, developing systems thinking skills, integrating cases and projects from real engineering practice into the course content, and applying digital educational technologies. The research results have theoretical value for the development of the conceptual foundations of engineering education and can be used in the design of educational programs and training courses.