Open AccessGLOBALIZATION OF CIVIL ENGINEERING EDUCATION THROUGH THE BOLOGNA PROCESS AND LEARNING OUTCOMES
Author(s) -
Zlatina Ivanova,
S.A. Shvedov,
N.V. Samotesova
Publication year - 2020
Publication title -
vestnik kyrgyzskogo gosudarstvennogo universiteta stroitelʹstva, transporta i arhitektury im.n.isanova/n.isanov atyndagy kyrgyz mamlekettik kuruluš,transport žana arhitektura universitetinin žarčysy
Language(s) - English
Resource type - Journals
eISSN - 1694-8181
pISSN - 1694-5298
DOI - 10.35803/1694-5298.2020.1.90-95
Subject(s) - curriculum , internationalization , globalization , engineering ethics , bologna process , process (computing) , political science , higher education , engineering , sociology , public relations , business , pedagogy , computer science , international trade , law , operating system
Actual issues of globalization and internationalization of education in the construction sector are posed in the article. The authors state the fact that the ongoing processes, in particular, the deterioration of the environmental situation on the planet, the negative effects of climate change require unified approaches to the formation of the content of building education and learning outcomes in the form of certain competencies: knowledge, skills. A review of scientific articles in the field of internationalization of building education is given in the article. Among them are articles offering new approaches to integrate building education with environmental and climate education; new teaching methods using digital technologies and 3D virtual learning environments. The authors conducted a sociological survey of employers and revealed a lack of practical knowledge among graduates of construction universities in Russia, meanwhile, construction education in European universities and US universities is becoming more practical, ecological and climate disciplines are including in the curriculum for training civil engineers. Authors' conclusion: special attention in building education should be paid to 1) the development of student mobility, the exchange of curricula and disciplines between universities; 2) strengthening the ecological and climatic component of construction education; 3) the development of joint scientific andeducational international projects in the field of construction. The only measure of the quality of construction specialists is the learning outcomes that satisfy the modern requirements.