Methods of active learning and digital information and communication technologies for studying engineering special disciplines

Today's challenges require different knowledge, skills, abilities, critical thinking and encourage the search for new approaches to educate the new generation. One of these approaches is a combination of digital information and communication technologies (DICT) and active learning technologies (ALT) focused on the cadet's personality, which increase the effectiveness of learning and allow cadets to improve professional, linguistic, information, technological and other competencies, develop initiative and the ability to independently obtain information, generate ideas and generalize experience. The formation of an educational environment aimed at developing leadership skills, intellectual and professional growth of a cadet's personality, ready to adapt to changing challenges, is relevant and in demand, especially in the context of the russian-Ukrainian war. The purpose of the study is to identify the benefits and risks that teachers face when choosing ALT and DICT, ways to implement them, evaluate their effectiveness, and analyze the possibility of their integration into the educational process of cadets. The relationship between cadets' learning styles and teaching technologies in special engineering disciplines is analyzed. The importance of choosing active learning technologies depending on the learning style of cadets is determined. The attitude of cadets and teachers to DICT, increasing the share of their use in the classroom are investigated and the predictors of DICT adoption are determined. The possibility of introducing ALT on the basis of problem-based learning into the educational process of the National Academy was evaluated, which showed high positive results, calculated both by the average performance of cadets in the experimental group, where elements of problem-based learning (joint and group learning, choosing a way to solve a problematic issue, group discussions, solving complex situational tasks) were used and by the size of the effect of the proposed ALT. The introduction of ALT and DICT stimulates interest in engineering specialty disciplines, increases the involvement and acquisition of expert attitude to the disciplines by cadets, and raises professional training to a new level. The main direction of further research should be aimed at finding new and improving the proposed active learning technologies that will contribute to the cognitive development of the cadet, taking into account the requirements of today.