The relevance of the implementation of integration processes in education and their impact on the professional and pedagogical functions of teachers of engineering, technology and technical sciences

Introduction. Scholars (V. I. Alekseev, I. A. Artem’ev, A. O. Ashanin, M. N. Berulava, Yu. V. Vainshtein, I. S. Volegzhanina, V. N. Zhuravchik, S. E. Kaplina, Z. S. Sazonova, T. V. Semenova, Yu. N. Semin, N. K. Chapaev, I. N. Charikova, A. R. Shaidullina) emphasize the importance of implementing integration processes in the field of “Engineering, Technology, and Technical Sciences,” citing the demands of the state and society, the relevance of educational sciences, and the potential to enhance educational practice. The findings of these authors, along with numerous other studies, have significantly advanced the resolution of issues related to updating the content, methods, and technologies of vocational education in “Engineering, Technology, and Technical Sciences” through the implementation of integration processes. However, challenges concerning the preparation of educators for such implementation remain unaddressed. The purpose of the article – identification of integration processes, for the implementation of which future teachers of engineering, technology and technical sciences should be trained.
Materials and methods. Methodology: cultural approach (G. I. Geysin, I. G. Gerder, N. B. Krilova) and functional approach (M. S. Kagan, Y. G. Markov, E. G. Yudin) used in the study of sociocultural conditionality of changes of pedagogical functions of vocational education, secondary vocational education. Research methods: theoretical analysis and synthesis, abstraction and concretisation, analogy.
Results. The current list of integration processes, for the implementation of which should be prepared future teachers of vocational training, secondary vocational education in the field of «Engineering, technology and technical sciences», can be presented in a pair with professional updatespedagogical functions as follows «integration process in education – work activities of the teacher»: a) integration of technical and technological knowledge – intra- and interdisciplinary integration; b) integration of technical and value-human components of education – social managementsignificant project activity of students; с) integration of education and production – management of the quality of education by example of integration of quality systems of educational organization and enterprisesthe employer; d) integration of general technological and vocational education – development of content of future classes with pupils on labor (technology) in professional educational organization; e) integration of e-learning services and artificial intelligence in the pedagogical process – use of generative artificial intelligence to implement integration processes in education.
Discussion and conclusions. Scientific novelty: on the basis of a philosophical analysis of the essence of the integrative component of vocational education, integration processes have been identified for the implementation of which it is necessary to prepare teachers of vocational training, secondary vocational education in «Engineering, technology and technical sciences». Theoretical significance: the results of the study expand the range of work activities that update the professional-pedagogical functions of the teacher of engineering, technology and technical sciences, which it is proposed to involve in the implementation of integration processes. Practical significance: the selected integration processes can be used for further work on updating the content, methods and technologies of training of teachers of engineering, technology and technical sciences to perform changing professional-pedagogical functions.

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