MOBILE SPACE AND MOBILE-ORIENTED ENVIRONMENT IN THE TRAINING OF BACHELORS IN HEAT POWER ENGINEERING

Purpose. The article aims to theoretically substantiate and reveal the methodological principles of the formation of mobile space and a mobile-oriented environment in the process of professional training of bachelors in heat power engineering. The main attention is paid to determining the ways of integrating mobile learning into the educational process of higher education institutions in order to increase its flexibility, accessibility, individualization and practice-oriented professional training. Methods. To achieve the goal, an analysis of scientific sources, modeling of the educational environment, a system-structural approach to isolating the components of the mobile space, as well as a generalization of practical experience in implementing digital technologies in higher education institutions were used. Results. It has been established that mobile learning is an effective tool for forming digital competence of future specialists, promotes the development of professional skills using mobile applications, cloud services, virtual laboratories and augmented reality technologies. A model of a mobile-oriented environment adapted to the needs of training bachelors in thermal power engineering in accordance with industry standards is proposed. The main structural components of the mobile space are identified, ensuring systematicity, interactivity, adaptability and efficiency of the educational process. The importance of a scientifically based approach to organizing mobile learning, active participation of the teacher in digital support of educational activities and constant support of the digital environment is emphasized. The advantages of using mobile applications for personalized learning, prompt access to relevant information and integration of digital platforms into professional training are substantiated. Conclusions. A mobile-oriented environment contributes to improving the quality of professional training of bachelors in thermal power engineering and their competitiveness in the labor market. The emphasis is on the need for a scientifically sound approach to the organization of mobile learning, the active role of the teacher and systemic support of the digital environment. Prospects for further research include the development of adaptive mobile platforms, individualization of educational trajectories and assessment of the effectiveness of digital technologies in the professional training of engineering teachers.