Frame technology for presenting information in the process of practice-oriented training of future mining engineers

Statement of the problem. In the article, the author examines the experience of using frame technologies to present information in the process of practice-oriented training for students of mining specialties. A significant problem in the learning process is the lack of mechanisms for optimizing the assimilation and analysis of large amounts of educational material by students, the difficulty in determining the stages of formation of professional competencies related to skills in processing, generalizing, systematizing, and presenting information in the field of future professional activity to the audience. The purpose of the article is to analyze the problems in the field of information presentation and assimilation by students using the example of training future mining rescue engineers; to provide examples of the formation of professional competence and indicators of its achievement based on the use of frame technology for presenting information in the process of practice-oriented training of students in mining specialties. Methodology and research methods. The study uses a systematic, activity-based, and competence-based approach as its methodological framework to explore, understand, analyze, and apply frame technology for information assimilation by future mining engineers and rescue personnel in the context of practice-oriented learning. Research results. To form professional competencies and present information in the process of practice-oriented training of students in mining specialties, it is advisable to use frame technology as an innovative educational approach. Professional competencies related to the presentation of knowledge contribute to the formation of skills for processing, summarizing, structuring, and presenting information in the field of future professional activities of students. Conclusion. The frame-based knowledge representation technology proposed by the author helps: to structure educational material in a sequence that meets the goals and objectives of the educational process, to develop students’ skills to analyze, structure, systematize, and critically evaluate information from the perspective of the task at hand, as well as to present it in various forms required by professional competencies.