Vrublevskaya E.G.¹ (Moscow, Russian Federation) – veg67@mail.ru; Genisaretskaya S.V.² (Moscow, Russian Federation) – svgenisaretskaya@mephi.ru

¹Russian Academy of Education

²National Research Nuclear University MEPhI

Abstract. The challenge of industrial digitalization is global in scope and is being actively addressed at the national level. Industrial digitalization is driving profound structural and operational changes, transforming and expanding the capabilities of the modern engineer. Broadly speaking, digitalization in the economy is understood as the process of transferring functions and business processes previously performed by individuals and organizations to the digital environment. The goal of applying digital technologies and informatization is to optimize business processes: increase revenue, reduce costs, and improve product quality. Digitalization processes span numerous economic spheres—social, industrial, financial, and others. At first glance, it is difficult to prioritize any one of them: each has its own specific characteristics, goals, and objectives. These determine the nature of structural and operational changes, and the methods for addressing them influence the pace of digitalization in a particular area. The modern era, marked by an excess of information—including unreliable or deliberately distorted information (the “infodemic” phenomenon)—poses new challenges for engineering education. This article examines the importance of developing scientific thinking as a key tool for protecting against disinformation. An engineer is more than just a specialist who can solve equations and calculate structures. They must be able to filter out information noise, distinguish scientifically valid data from myths, test hypotheses, and work under conditions of uncertainty. Therefore, developing scientific thinking is becoming an increasingly important task. The article analyzes the specific consequences of the infodemic for engineering practice and proposes specific pedagogical approaches for integrating scientific thinking principles into the educational process of future engineers.

Keywords: scientific thinking, infodemic, information environment, information flow, blogger, information channels, non-linearity, messengers, professional competencies.

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For citation: Vrublevskaya, E. G., & Genisaretskaya, S. V. (2026). The development of scientific thinking in future engineers in the era of infodemic. CITISE, 2, 542–549. (In Russian).