Organizational teaching model for the development of future professionals’ intellectual and innovative potential: Content and effectiveness of implementation

Introduction. The main problem of the research is the formation of future engineers’ intellectual and innovative potential in the conditions of the modern educational process at the university. The purpose of the article is to identify and substantiate the content and effectiveness of the organizational teaching model aimed at formation and development of intellectual and innovative potential of future professionals. Materials and Methods. The methodological basis of the research includes systematic, learner-centered, activity-based and neuropedagogical approaches that identify key aspects of developing intellectual and innovative potential of a personality. The study used the methods of observation, monitoring the dynamics of students’ learning, as well as a quantitative analysis of data obtained by means of questionnaires and testing technical students at the National Research Tomsk Polytechnic University. Results. Based on the theoretical analysis of the research problem, the component composition of the organizational teaching model for the development of the intellectual and innovative potential of future engineers was identified, including stages of project implementation, the content component and methodological techniques. The content of the model components demonstrates the importance of an integrated approach to the formation of intellectual and innovative potential of future engineers in the context of modern higher education. The effectiveness of the proposed model is proven by the results of a comparative analysis of the control and experimental groups, the calculation of the χ2 criterion, indicating a significant increase in the level of intellectual and innovative potential in the experimental group. The data obtained allow the authors to assert that the integration of neuropedagogy elements into the organization of project activities significantly increases students’ readiness to solve complex scientific and technological problems, contributing to preparing highly qualified professionals in demand in the modern labor market. Conclusions. The results of the study allow the authors to conclude that the organizational teaching model for developing the intellectual and innovative potential of future professionals, implemented within the framework of the educational process at the university, ensures a high level of the intellectual and innovative potential and, as a consequence, the achievement of high learning outcomes