FEATURES OF STUDYING MODERN TECHNOLOGIES FOR THE PRODUCTION AND PROCESSING OF NEWEST CONSTRUCTION MATERIALS IN THE CONTEXT OF THE TRANSITION TO INDUSTRY 5.0
DOI:
https://doi.org/10.32782/cusu-pmtp-2026-1-11Keywords:
Industry 5.0, advanced structural materials, additive manufacturing, professional training of technology teachers, STEM education, sustainable materials scienceAbstract
The article is devoted to the theoretical justification and methodological support for updating the content and methods of studying modern technologies for the production and processing of the latest structural materials in the process of professional training of future technology teachers in the context of the transition to the Industry 5.0 concept. The influence of the transformation of materials science and production technologies (additive manufacturing, nanostructured coatings, smart materials, high-entropy alloys, functionally graded materials, biocompatible and biodegradable polymers) on the content and methodology of training specialists in the specialty "Secondary Education (Technologies)". It is shown that the traditional teaching paradigm, focused on the reproductive acquisition of knowledge about classical metalworking technologies, does not meet the challenges of Industry 5.0 digital and human-centered production, which combines automation with human creativity, sustainability, and system resilience. The necessity of interdisciplinary integration of materials science, additive technologies, digital design (CAD/CAE/CAM, generative design), virtual modeling technologies, life cycle assessment (LCA), and circular economy principles in bachelor's and master's degree programs. A four-stage methodological system for studying new materials is proposed: theoretical understanding → digital design → practical prototyping → analysis, environmental assessment, and presentation of results. Five logical blocks of educational material are described: metallic materials and methods of their strengthening; powder metallurgy; additive technologies; methods of surface treatment and strengthening; composite, nanomaterials, and smart alloys. Particular attention is paid to developing future teachers' ability to convey complex engineering concepts in an accessible form, integrate them into project-oriented activities of secondary school students within the framework of the New Ukrainian School and the STEM approach, and ensure continuity of knowledge, environmental responsibility, and occupational safety. Examples of specific STEM projects (composite drone mounts, bioplastic toys, topologically optimized parts) are provided, which can be implemented by students and adapted for school practice. The results of the study indicate the advisability of transitioning from reproductive to productive, research-based learning, which contributes to the formation of a systematic view of the life cycle of materials, critical thinking, and digital and environmental competencies of future technology teachers. The proposed approaches are consistent with the requirements of the competency-based approach, the principles of sustainable development, and the humancentered paradigm of Industry 5.0.
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