DEVELOPING TECHNOLOGICAL DECISION-MAKING COMPETENCE OF FUTURE ENERGY ENGINEERS THROUGH CDIO AND PROJECT-BASED LEARNING

Abstract

The article examines the didactic potential of integrating the CDIO approach and project-based learning to develop technological decision-making competence among future energy engineers. In the context of digital transformation, engineering graduates are expected not only to reproduce technical knowledge but also to identify professional problems, design safe and energy-efficient solutions, build digital models, validate prototypes and justify decisions through measurable evidence. The study is conceptual and methodological in nature; it is based on systemic, competence-based, activity-oriented and digital-didactic approaches. The proposed model connects the stages of Conceive, Design, Implement and Operate with energy engineering tasks such as energy audit, electrical supply design, renewable energy system modelling, safety analysis and operational monitoring. The article also proposes assessment indicators for technological decision-making, including problem formulation, engineering calculation, digital modelling, prototype validation, teamwork and reflective justification. The findings show that the CDIO-PBL integration can transform project activity from a creative assignment into a structured engineering methodology for evidence-based technological decision-making. The study contributes to the modernization of energy engineering education by offering a competence-oriented mechanism, an assessment rubric and practical recommendations for integrating virtual laboratories, digital twins, e-portfolios and learning analytics into the curriculum.