Improving the Teaching of the Discipline “Engineering Graphics” Based on a Systematic Approach

Abstract

The article addresses the theoretical and methodological foundations of improving the teaching of the discipline “Engineering Graphics” based on a systematic approach. In engineering education, graphic training plays a vital role in developing spatial thinking, design culture, and professional competences of future engineers. However, recent years have shown challenges such as reduced instructional time, insufficient practical training, and growing dependence on software tools, which negatively affect learning outcomes. To overcome these issues, the authors propose a three-level instructional model integrating theoretical foundations, applied practice, and interdisciplinary integration. The research methodology included theoretical analysis, pedagogical observation, and comparative diagnostic methods. An experimental study with technical students demonstrated significant improvements in spatial thinking, graphic literacy, and the ability to perform complex tasks. The findings prove that a systematic approach ensures structural coherence of educational content and transforms learners from passive recipients into active participants in the learning process. The proposed model not only strengthens the methodological basis for modernizing engineering graphics education but also provides opportunities for adaptation across various technical specialties and fosters interdisciplinary integration. These results highlight the relevance of systematic teaching strategies in addressing the challenges of globalization and digital transformation in engineering education.