September 2026, № 3 (251), pages 85-95

doi: 10.25198/1814-6457-251-85

Semenova N.G., Komissarova T.V. APPLICATION OF ELECTRONIC TRAINERS IN THE PROCESS OF FORMING PROFESSIONAL SKILLS AND ABILITIES OF ELECTRICITY STUDENTSTraining 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.Key words: electronic simulators, the process of teaching electrical students, professional skills, professional abilities.

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About this article

Authors: Semenova N.G., Komissarova T.V.

Year: 2026

doi: 10.25198/1814-6457-251-85

Editor-in-chief

Sergey Aleksandrovich
MIROSHNIKOV

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