Semenova N.G., Komissarova T.V.
APPLICATION OF ELECTRONIC TRAINERS IN THE PROCESS OF FORMING PROFESSIONAL SKILLS AND ABILITIES OF ELECTRICITY STUDENTS ^{[№ 3 ' 2026]}
Training qualified personnel for the Russian electric power industry, as the country strives to achieve technological leadership, is a top priority and promising area of student training in engineering and technical specialties. While university graduates demonstrate a high level of theoretical knowledge, the professional skills and abilities in demand in the electric power industry do not meet employer requirements. In the context of the current digital transformation of education, the use of various types of electronic educational resources, including electronic simulators, plays a key role in improving the professional knowledge, skills, and abilities of engineering and technical students. The aim of this study is to determine the correlation between the use of electronic simulators used in electrical training and the achievement of a certain level of professional skills and abilities required by employers in the electric power industry. An analysis of the regulatory framework for higher education in the 13.03.02 “Electric Power and Electrical Engineering” program and the current professional standard in the electric power industry revealed three hierarchically linked levels of professional skills required of future specialists in electric power industrial enterprises: performing operational actions with electrical devices/objects; designing and modeling electric power facilities/systems; and making decisions in non-standard (emergency) situations involving electrical networks and electrical equipment. For each level, didactic descriptors characterizing the necessary professional skills and abilities are substantiated. It is proposed to develop professional skills and abilities using electronic training simulators (ET). The study classifies electronic training simulators into three types: static (quasi-dynamic) ET; dynamic ET; and virtual simulators. Each group is characterized, and examples of ETs in each group used to develop the professional skills and abilities of electrical engineering students are provided. A matrix of the correspondence between the use of the identified ET types and specific levels of professional skills and abilities is created. It is argued that ETs should be developed with due regard for the didactic capabilities of ICT, and their content should reflect the subject-specific aspects of the specialized disciplines of electrical engineering students.

Semenova N.G., Komissarova T.V.
IMPLEMENTATION OF SUBJECT FEATURES IN ELECTRONIC EDUCATIONAL RESOURCES FOR PROFESSIONAL DISCIPLINES OF ELECTRICAL STUDENTS ^{[№ 1 ' 2025]}
The modern process of development of society is characterized by the fourth industrial revolution, also called Industry 4.0. This process consists in the digital transformation of society, and is characterized by rapid change in technologies, rapidly changing and growing volume of information, implementation of digital technologies in life. Modern education is characterized by the introduction of electronic educational resources (EER) into the educational process. In our research we identified and substantiated the subject features of teaching professional disciplines to students in the field of training 13.03.02 Electric Power Engineering and Electrical Engineering, and ways of their implementation in EER through the didactic capabilities of ICT. We identified two groups of subject features: basic and additional. The main group of features characterizes the distinctive characteristics of teaching professional disciplines to electrical students. Based on the analysis of the main goals of the country’s development and scientific and pedagogical literature, we identified a group of additional features that reflect the focus of teaching electrical students on professional activities through the interaction of “university-enterprise”. The identified subject features will allow to adjust the structure and content of professionally oriented EOR. As was revealed in the course of scientific research, the subject features and their implementation through the didactic capabilities of ICT are universal for all disciplines of the professional cycle of the training direction Electric Power Engineering and Electrical Engineering.