INTEGRATION OF EDUCATION AND PRODUCTION: IMPROVING THE METHODOLOGY OF TRAINING PERSONNEL IN THE ENERGY SECTOR
Keywords:
Education–production integration, engineering education, energy sector, professional competencies, Spiral (regressus, progressus), dual education, IIES-UZ, didactics, Talimarjan TPP, Central Asian Unified Power System.Abstract
This paper investigates the organizational and pedagogical mechanisms underpinning the integration of education, science, and production in the training of electrical engineering personnel for Uzbekistan's energy sector. Drawing on a systematic analysis of domestic and international dual-education models (Germany, South Korea, Singapore, Finland), the authors formulate five core principles of educational–industrial cooperation: competence-oriented training, mutually beneficial partnership, joint planning, responsible collaboration, and long-term partnership. An original interactive didactic tactic, 'Spiral (regressus, progressus)', developed within the tripartite methodological framework Apospasmatika–InterAkt–STEAM, is proposed and empirically validated through a quasi-experimental study conducted at 25 sites involving 320 fourth-year electrical engineering students (2021–2024). Results demonstrate a statistically significant improvement in professional competencies in the experimental group (Friedman χ²=18.4, p<0.05; Cohen's d=0.84). The article contributes a replicable model, IIES-UZ (Industry-Integrated Education System – Uzbekistan), applicable to engineering education reform in transitioning economies.
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