Cultural and Pedagogical Dimensions of Technical Competence Formation in Engineering Students through Professionally Directed Physics Education

Abstract

This study examines the socio-cultural transformation of engineering education through the integration of professional contexts into university physics instruction. The research conceptualizes technical competence (TC) not only as a set of applied skills, but also as a culturally mediated form of professional identity shaped by educational environments. A pedagogical model was designed and validated to align academic physics education with the evolving cultural and industrial demands of the engineering profession. Grounded in personality-activity and competency-based approaches, the model defines the structure, components, and socio-educational mechanisms of TC formation within professionally directed physics courses. The accompanying pedagogical technology promotes students’ motivation, cognitive engagement, and creative problem-solving through contextualized learning rooted in authentic professional practices. Empirical testing (N = 283; 103 in the experimental group, 180 in the control group) confirmed the model’s effectiveness in improving academic outcomes and in fostering culturally grounded professional readiness. The findings demonstrate that integrating real-world professional and cultural contexts into physics education enhances students’ technical competence, social responsibility, and adaptability to technological change. The proposed framework contributes to the modernization of engineering education by bridging the gap between disciplinary knowledge, professional culture, and the societal mission of higher technical education.