Organization of engineering graphics education in modern conditions

In the era of higher education digitization, the integration of information and communication technologies (ICTs) into teaching processes raises pertinent questions about what and how to teach students, thereby underscoring the relevance of this article’s topic. This research aims to propose a viable approach to organizing seminars on graphic disciplines within technical universities. Key objectives include theoretical analysis of instructional material presentation, student surveys to determine preferred learning formats, and subsequent analysis of findings. Research methods encompass theoretical analysis of pedagogical literature, synthesis, observation, surveys, and result analysis. The article examines modern instructional methods, highlighting the “flipped classroom” approach. The theoretical significance lies in synthesizing existing practices and offering recommendations for leveraging ICTs in educational practices. Practical significance is demonstrated through case studies applying the flipped classroom model at seminars on descriptive geometry at Bauman Moscow State Technical University and integrating ICTs into teaching engineering graphics at D. Mendeleev University of Chemical Technology of Russia. In conclusion, this study contributes to understanding effective strategies for teaching engineering graphics amidst digital transformations in higher education. The implementation of ICT-enhanced methodologies like the flipped classroom proves beneficial for fostering interactive and engaging learning environments, thereby enhancing educational outcomes in technical disciplines.