Improving the quality of specialists' training using virtual training complexes

Abstract

Engineering education is changing under the influence of the widespread introduction of various digital systems. Digitalization is increasingly becoming a central issue in improving engineering education. At the same time, while opening up significant prospects, it also requires additional training for teachers and future professionals. In the context of growing pressure on budgets and standardization, virtual learning environments are creating innovative methods of organizing learning. Virtual reality has advantages for future professionals and teachers by providing cost-effective, geographically independent, individualized, standardized, and repeatable training. Repetition is an important component of improving the quality of engineering education by establishing a large number of synaptic connections between new learning information and existing experience. Virtual training complexes allow future professionals to simultaneously process the information received from different perspectives (customer, user, controller, etc.). While virtual learning environments are not a panacea, they are a powerful educational tool for achieving a specific learning goal, and their adoption in the learning process is growing worldwide. The future of virtual learning environments lies in their continuous integration into curricula and technological development systems that allow for the joint implementation of engineering experience. This will help improve the quality of engineering education regardless of geography and change the engineering and technology training of the future. The structure and methodology of creating virtual training complexes to improve the quality of engineering education are substantiated. A review of resources that allow teachers to create and future professionals to use virtual training complexes is carried out. The article presents ideas for improving the quality of education based on the consolidation of educational information by re-processing it from different sources and in different ways. The authors conclude that it is necessary to improve the educational process with the use of digital technologies.