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The authors consider the challenge of improving continuous engineering education in current conditions. The paper shows the role of students' professional identities in the field of engineering professions, reveals the continuity of general and professional education in training future engineers, and highlights how the Centers for Technological Support of Education help to integrate diverse aspects of the professional development of future engineers. It also discusses the problem of promoting the professional identities of young people in the field of engineering professions and reveals the results of research addressing this problem conducted at the Center for Technological Support of Education at the Russian State Agrarian University -Moscow Timiryazev Agricultural Academy. In particular, the authors outline the experience of "City of the Future" design and research engineering school, part of the "Engineering Vacations" project. The school was organized in 2018 by engineering universities in Moscow for senior pupils of secondary schools.

The paper considers the problem of developing a lecturer’s readiness for innovative pedagogical activity. The authors determined its main components–axiological, neological, and praxeological ones and outline some specific features of their content in the context of digitalization of education. Motivational-and-axiological, cognitive and activity-based components have been distinguished in the structure of digital competence. The paper shows the role of readiness for innovative activities in the transprofessionalization of a modern lecturer. Digital competence is seen as one of the fundamental features of a transprofessional. The authors present study results of the level of digital competence development in lecturers of Russian State Agrarian University–Moscow Timiryazev Agricultural Academy. The study has shown that all the components of the digital competence of a lecturer were not sufficiently formed. To compensate for these shortcomings, advanced training was organized for university lecturers under the program "Electronic Information-and-Educational Environment of the University". Taking into account the results obtained, the authors have offered the main ways of improving the digital competence of lecturers: digital transformation of the educational environment in the university, improving the content of further professional education programs by including the development of the digital competence of lecturers as an invariant component, organizing further professional training programs in an electronic information-and-educational environment, and providing methodological and coaching support for the innovative activities of lecturers.

The study proves the key role of practical training as a basic constituent of the content of secondary vocational education, represented by both apical and implicit components. The study’s goal is to identify and highlight the development trends of practical training of college students in the new digital society. The study was carried out on the basis of the Polytechnic College No. 8 and the Russian State Agrarian University – Moscow Timiryazev Agricultural Academy. Basic methods involved the analysis of scientific and pedagogical literature, regulatory documents, SWOT analysis, generalization, observation, pedagogical experiment. The authors make a strong case for improving the practice-oriented component of vocational education in the context of it digital transformation. For this purpose, network interaction is actively implemented as a prototype of the dual education system. Analyzing the case of a polytechnic college, the authors show the advantages of using computer models in the process of practical preparation, including the SinuTrain program, which can fully simulate the operation of numerically controlled metal-working machines on a personal computer. In the context of the digital transformation of education, an important trend is the use of VR/AR technologies in the training process. The paper outlines the effectiveness of cooperation between the college and partner enterprises in preparing students for the demonstration exam. The authors prove the necessity of transforming practical training in colleges into a system of dual education on the basis of network interaction. This can be implemented in the form of study and production clusters.

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The paper analyzes the history of the establishing and development of the International Society for Engineering Pedagogy IGIP – one of the fi rst international organizations specializing in the theory and practice of training TVET teachers (TVET stands for technical and vocational education and training). Engineering pedagogy is presented as a part of TVET pedagogy, which considers the training of professional personnel in various specialties and areas. Engineering pedagogy dates back to the 1950s. It was centered around the International Society for Engineering Pedagogy IGIP established in 1972 in Klagenfurt (Austria) under the leadership of Adolf Melecinek. Russia joined this movement in 1995. In a number of engineering universities, IGIP Centers were established and have been successfully operating since then. TVET teachers improve their professional and pedagogical qualifi cations and, if their level of training and professional experience is confi rmed to the IGIP standards, teachers are awarded the title of “European Lecturer at an Engineering University”. The development trends of the International Society for Engineering Pedagogy in Russia are primarily associated with its integration into the system of continuous vocational (TVET) teacher training in the context of the digital transformation of society. It is necessary to systematically update the tasks set for IGIP. A new international standard (third generation) of the minimum pedagogical training required for university teachers has been developed. Cooperation with other partner organizations is being established. The IGIP publication system was revised (a new iGEP journal was established – International Journal of Engineering Pedagogy). Annual IGIP Symposiums contribute to integration processes in professional education and promote academic mobility. The centers for engineering pedagogy are accredited according to the international IGIP standard. An important task of the International Society for Engineering Pedagogy is not only the modernization of the scientifi c and methodological foundations of university engineering pedagogy in accordance with the urgent tasks of professional education, but also the improvement of the methodology of engineering and technical