UDC 378.147  

Kluev D.E.¹ (Yekaterinburg, Russian Federation) – danil.kluev@urfu.ru; Rezer T.M.¹ (Yekaterinburg, Russian Federation) – t.m.rezer@urfu.ru

¹Ural Federal University named after the first President of Russia B.N. Yeltsin

Abstract. The article examines the theoretical substantiation of digital didactic tools in the training of engineers. The relevance of the study is determined by the digital transformation of higher education, the development of the digital educational environment, and the need to clarify the pedagogical status of digital tools used in engineering education. The purpose of the article is to theoretically substantiate the concept of “digital didactic tools in the training of engineers” based on identifying their essential characteristics and developing their classification. The research methodology includes theoretical analysis of scientific literature on the digitalization of professional and engineering education, theoretical and legal analysis of regulatory documents, conceptual and terminological analysis, comparative analysis, classification method, and generalization of pedagogical experience. The study identifies the main characteristics of digital didactic tools: digital nature, inclusion in a pedagogically organized learning process, didactic function, orientation toward educational outcomes, mediation of interaction between participants in the educational process, and integration into the digital educational environment. Digital didactic tools are defined as software, technical, and digital learning resources used to organize, support, monitor, and assess students’ learning activities. In relation to engineering education, these tools contribute to the acquisition of engineering knowledge, the development of design thinking, modeling, calculation, analysis, and the ability to solve professionally significant tasks. The classification is developed according to three criteria: type of digital tool, didactic function, and predominant educational outcome. The scientific novelty of the article lies in clarifying the concept of “digital didactic tools” and constructing their classification. The practical significance of the study is that the proposed definitions and classifications can be used in designing the digital educational environment of a university, analyzing educational platforms and services, as well as developing pedagogical models for the use of digital tools in professional and engineering education.

Keywords: digital didactic tools, engineer training, digital educational environment, digital didactics, classification, professional education.

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For citation: Klyuev, D. E., & Rezer, T. M. (2026). Digital didactic tools in engineer training: Theoretical aspects. CITISE, 2, 695–707. (In Russian).