UDC 378.046

Shkurpit S.D.¹ (Kazan, Russian Federation) – shkurpitsd@mail.ru; Khusnutdinova A.T.¹ (Kazan, Russian Federation) – poter.h@mail.ru; Avvakumov M.V.¹ (Kazan, Russian Federation) – avvakmaxim@mail.ru; Fedorov G.S.¹ (Kazan, Russian Federation) – fedgenserg@mail.ru; Zakieva R.R.¹ (Kazan, Russian Federation) – rafina@bk.ru

¹Kazan State Power Engineering University

Abstract. In the modern world, nanoelectronics is a key technological field, making the training of qualified specialists a pressing issue. However, students often demonstrate only a casual interest in the discipline, which does not develop into a sustainable professional identity. This reduces the quality of training and hinders the development of the industry. The aim of this study is to identify pedagogical conditions and tools that facilitate the transition from students’ casual cognitive interest to a conscious professional identity in nanoelectronics. The methodology includes a questionnaire to identify initial learning motivations, a case study method for simulating professional situations, observation of learning activities, expert assessment of competency development, and an analysis of students’ project work. The results allowed us to systematize the main motivations for studying nanoelectronics (from curiosity and interest in technology to a focus on career prospects), identify the stages of motivation’s transformation into professional identity (curiosity → passion → conscious choice → professional self-identification), develop a set of pedagogical techniques (project-based learning and a mentoring system), and propose criteria for assessing the level of identity development (cognitive, motivational, activity-based, and reflective components). The novelty lies in the substantiation of a model for the stage-by-stage development of professional identity and the specification of pedagogical tools for its implementation. The findings confirm that a stable professional identity is formed through a combination of personal passion for the subject, practical involvement in projects, and regular reflection on one’s development. The proposed approaches can be implemented in the curricula of technical universities.

Keywords: student motivation, professional identity, nanoelectronics, pedagogical conditions, project-based learning, mentoring, motivation diagnostics, and reflection.

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For citation: Shkurpit, S. D., Khusnutdinova, A. T., Avvakumov, M. V., Fedorov, G. S., & Zakieva, R. R. (2026). Motivation of students to study nanoelectronics: From curiosity to professional identity. CITISE, 2, 804–815. (In Russian).