PHYSICS COURSE AS PART OF PROFESSIONAL TRAINING FOR FUTURE IT SPECIALISTS AT AN ENGINEERING UNIVERSITY
Abstract
DOI: https://doi.org/10.26565/2074-8922-2025-85-25
Purpose. The study analyses the role, workload and content of the physics course in the training programs of specialists in the specialty "Computer Engineering" at universities of Ukraine, as well as to the identification of the main contradictions and problems that arise in the process of teaching this discipline under the conditions of reducing the classroom hours and reducing the level of previous preparedness of students.
Methods. The work uses a comparative-analytical method to compare educational programs of Ukrainian and foreign universities (USA and European countries), quantitative analysis of the amount of study time allocated to the study of physics, as well as content analysis of curricula and syllabi. To assess the level of preparedness of applicants, a statistical analysis of the results of external independent assessment and the national multi-subject test in physics and mathematics over the past decade was used.
Results. It was established that the volume of the physics course in the training programs of Ukrainian universities is 4–5 times smaller compared to similar programs of leading universities in the world. The content analysis showed that among higher education institutions in Ukraine there is no unified approach to the formation of the curriculum: some institutions are limited to studying only the basic sections of classical physics, while others provide a full range of all sections. At the same time, in world practice, the variability is less: attention is focused on classical physics; sections of modern physics - quantum physics or solid-state physics - are also often included in the program. At the same time, in Ukraine, there is a tendency to reduce the level of preparedness of entrants, which complicates the mastery of physical and mathematical disciplines.
Conclusions. Reducing the classroom hours and reducing the level of school preparedness lead to a decrease in the quality of fundamental education of students studying IT. To ensure the proper level of professional training, it is necessary to introduce modern pedagogical technologies, active learning methods and information and communication tools that will compensate for the reduction in study time and increase students' motivation to study physics. Further research should be aimed at finding effective models for integrating fundamental and professionally oriented disciplines within educational programs in the computer field.
In cites: Synelnyk O. V. (2025). Physics course as part of professional training for future IT specialists at an engineering university. Problems of Engineering Pedagogic Education, (85), 294-309. https://doi.org/10.26565/2074-8922-2025-85-25 (in Ukrainian)
Downloads
References
2. Al-Ammouri, A., Ischenko, R. (2021). Intersubject connections of physics with disciplines of the cycle of professional training of future informational security specialists. Physical and Mathematical Education, 28(2), 22–28. https://doi.org/10.31110/2413-1571-2021-028-2-004 (In Ukrainian).
3. Bondarenko, Z., Kyrylashchuk, S., Chernovolyk, H. (2021). Basic role of higher mathematics in the training of future specialists in the field of information technologies. Pedagogical Sciences: Theory, History, Innovative Technologies, (3(107)), 80–90. https://pedscience.sspu.edu.ua/wp-content/uploads/2021/11/10.pdf (In Ukrainian).
4. Halushchak, M. O. (2014). Higher education in Ukraine and ways of its improvement: fundamental training in a technical university. Theory and Methods of Learning Fundamental Disciplines in High School, 1(1), 86–91. https://doi.org/10.55056/fund.v1i1.408 (In Ukrainian).
5. Demianenko, A. H. (2023). Higher engineering education in Ukraine – status, some trends, problems and ways of improvement. In Strategies and transformations of pedagogy in conditions of sustainable development of society: Proceedings of the All-Ukrainian scientific and practical conference, Dnipro, May 15-17, 2023 (pp. 89–93). Dnipro State Agrarian and Economic University. https://dspace.dsau.dp.ua/handle/123456789/11738 (In Ukrainian).
6. Ischenko, R. M. (2017). Teaching physics in technical universities of Ukraine at the present stage. Bulletin of the National Transport University, (1), 147–153. http://publications.ntu.edu.ua/visnyk/37/147.pdf (In Ukrainian).
7. Taras Shevchenko National University of Kyiv. (2025). Educational and professional program "Engineering of computer systems and networks" [First (Bachelor's) Level of Higher Education]. https://rex.knu.ua/osvitni-programy/ (In Ukrainian).
8. Kharkiv National University of Radio Electronics. (2025). Educational and professional program "Computer engineering" [First (Bachelor's) Level of Higher Education]. https://nure.ua/abituriyentam/spetsialnosti-ta-spetsializatsiyi/spetsialnosti-ta-osvitni-prohramy-2018-2024-rokiv-pryjomu/spetsialnist-123-komp-yuterna-inzheneriya/bakalavr-123-komp-juterna-inzhenerija/osvitnja-programa-komp-juterna-inzhenerija (In Ukrainian).
9. Lviv Polytechnic National University. (2025). Educational and professional program "Computer engineering" [First (Bachelor's) Level of Higher Education]. https://lpnu.ua/osvita/pro-osvitni-programy/pershyi-riven-vyshchoi-osvity (In Ukrainian).
10. National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute”. (2025). Educational and professional program "Computer engineering" [First (Bachelor's) Level of Higher Education]. https://osvita.kpi.ua/F7 (In Ukrainian).
11. West Ukrainian National University. (2025). Educational and professional program "Computer engineering" [First (Bachelor's) Level of Higher Education]. https://www.wunu.edu.ua/public_information/educational-programs/fcit_op/bachelor_fcit_op/16175-kompjuterna-nzhenerja.html (In Ukrainian).
12. V. N. Karazin Kharkiv National University. (2025). Educational and professional program "Computer engineering" [First (Bachelor's) Level of Higher Education]. https://start.karazin.ua/programs/5/7/F7/30 (In Ukrainian).
13. Odesa Polytechnic National University. (2025). Educational and professional program "Computer systems and networks" [First (Bachelor's) Level of Higher Education]. https://op.edu.ua/education/programs/bac-f7-2 (In Ukrainian).
14. National Technical University "Kharkiv Polytechnic Institute". (2025). Educational and professional program "Applied computer engineering" [First (Bachelor's) Level of Higher Education]. https://mits-khpi.kharkov.ua/education/ (In Ukrainian).
15. National Aerospace University "Kharkiv Aviation Institute". (2025). Educational and professional program "System programming" [First (Bachelor's) Level of Higher Education]. https://studgorodok.khai.edu/ua/education/osvitni-programi-i-komponenti/osvitni-programi-bakalavriv/sistemne-programuvannya/ (In Ukrainian).
16. National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute”. (2023). Regulations on the right to free choice of disciplines by applicants for higher education at the Igor Sikorsky KPI. https://osvita.kpi.ua/node/185 (In Ukrainian).
17. Samaruk, N. M., Poplavska, O. A. (2024). Mathematics as the basis for professional training of IT specialists: interdisciplinary aspects. In Shklov Readings "Problems of Modern Natural and Mathematical Sciences and Methods of Their Teaching": Proceedings of the III All-Ukrainian Scientific and Practical Internet Conference, Hlukhiv, October 30-31, 2024 (pp. 169–170). Khmelnytskyi National University. https://elar.khmnu.edu.ua/items/721f78e7-a5a3-4b83-9b04-c7e5ea414c27 (In Ukrainian).
18. Synelnyk, I. V., Synelnyk, O. V. (2024). Information and communication technologies to provide physics studying in technical university. In Information Technologies in Education, Science and Technology (ITONT-2024): Conference proceedings of the VII International Scientific and Practical Conference, Cherkasy, May 23-24, 2024 (pp. 323–325). Cherkasy: Cherkasy State Technological University. https://knsa.chdtu.edu.ua/itont-2024 (In Ukrainian).
19. Strutynska, L. (2024). Problems of mastering basic disciplines by students of technical fields of training in the conditions of military status in Ukraine. Herald of Khmelnytskyi National University. Technical Sciences, 333(2), 251–259. https://doi.org/10.31891/2307-5732-2024-333-2-39 (In Ukrainian).
20. An Analytical Framework of Global Credit Requirements for Software Engineering Degrees.(2025). Erudite Roots. https://eruditeroots.com/credits-needed-to-get-a-a-degree-in-software-engineering/
21. Available Tracks. (n.d.). Stanford University. Computer Science. https://www.cs.stanford.edu/bachelors-compsci-tracks-overview
22. Breslow, L. (2010). Wrestling with Pedagogical Change: The TEAL Initiative at MIT. Change: The Magazine of Higher Learning, 42(5), 23–29. https://doi.org/10.1080/00091383.2010.503173
23. Communication Systems 2025-26. (n.d.). Ecole Polytechnique Federale de Lausanne. https://edu.epfl.ch/studyplan/en/bachelor/communication-systems/
24. Computer Engineering Curricula 2016. (2016). https://www.acm.org/binaries/content/assets/education/ce2016-final-report.pdf
25. McGettrick, A. etc. (2003). Computer engineering curriculum in the new millennium. (2003). IEEE Transactions on Education, 46(4), 456–462. https://doi.org/10.1109/te.2003.818755
26. Computer Engineering Curriculum Starting Fall 2023. (n.d.). University of Illinois Urbana-Champaign. https://ece.illinois.edu/academics/ugrad/curriculum/ce
27. Computer Engineering. (n.d.). ACM CCECC. http://ccecc.acm.org/guidance/computer-engineering.
28. Computer science and engineering (Course 6-3). (n.d.). Degree charts. Bulletin 2025-2026. Massachusetts Institute of Technology. https://catalog.mit.edu/degree-charts/computer-science-engineering-course-6-3/
29. Computer Science Option and Minor. (n.d.). Caltech. 2025-2026 Catalog. California
Institute of Technology. https://catalog.caltech.edu/current/information-for-undergraduate-students/graduation-requirements-all-options/computer-science-option-and-minor-cs/
30. Computer Science, BA (Hons) and MEng. Undergraduate Study. (n.d.). University of Cambridge. https://www.undergraduate.study.cam.ac.uk/courses/computer-science-ba-hons-meng
31. Computing Curricula 2020. CC2020. Paradigms for Global Computing Education. (2020). https://www.acm.org/binaries/content/assets/education/curricula-recommendations/cc2020.pdf
32. Dourmashkin, P., Tomasik, M., Rayyan, S. (2020). The TEAL Physics Project at MIT. In J. J. Mintzes & E. M. Walter (Eds.), Active Learning in College Science: The Case for Evidence-Based Practice (pp. 499–520). Springer Cham. https://doi.org/10.1007/978-3-030-33600-4
33. Electrical & Computer Engineering. (n.d.). University of California Berkeley. https://engineering.berkeley.edu/students/undergraduate-guide/degree-requirements/major-programs/electrical-computer-engineering/
34. Elektrotechnik und Informationstechnik. Bachelor of Science (B. Sc.). (n.d.). Technische Universität München. https://www.cit.tum.de/cit/studium/studiengaenge/bachelor-elektrotechnik-informationstechnik/
35. Engineering Sciences (A.B.) - Electrical and Computer Engineering Track. Concentration Requirements. Electrical Engineering. Bachelor's Degree in Electrical Engineering. (n.d.). Harvard University. https://seas.harvard.edu/electrical-engineering/undergraduate-programs/concentration-information/concentration-requirements
36. Ukrainian Center for Educational Quality Assessment. (n.d.). OPENDATA. Statistical data of NMT/Main ZNO session. https://zno.testportal.com.ua/opendata
37. Program Sheets. (n.d.) SoE Undergrad Handbook, Stanford University. https://ughb.stanford.edu/plans-program-sheets/program-sheets/program-sheets/program-sheets/program-sheets/program-sheets
