IMPLEMENTATION OF COMPUTER DIAGNOSTICS OF CARS INTO THE CONTENT OF PROFESSIONAL TRAINING OF VOCATIONAL EDUCATION STUDENTS

Abstract

The article examines the methodological foundations for integrating elements of computer-based vehicle diagnostics into the content of vocational training for future mechanics specializing in the repair of wheeled vehicles in vocational (professional and technical) education institutions. The relevance of the study is determined by the rapid development of the automotive industry, the widespread implementation of electronic control systems in modern vehicles, and the increasing role of digital technologies in maintenance and repair processes. Under these conditions, the requirements for the professional competence of skilled workers are significantly increasing, which necessitates the modernization of the content of vocational training in accordance with current technological trends and labor market demands. The study substantiates the feasibility of introducing a system of specialized practical classes aimed at developing students’ abilities to use modern diagnostic tools, work with electronic vehicle systems, read and interpret diagnostic trouble codes, and analyze the technical condition of automotive components. The proposed educational materials involve the use of diagnostic scanners, specialized software, demonstration resources, and practice-oriented tasks designed to simulate real professional situations. The effectiveness of the proposed methodological approaches was verified through a pedagogical experiment conducted at a vocational education institution. The experimental work included diagnostic, formative, and final stages and involved third-year students enrolled in the integrated profession “Mechanic for Repair of Wheeled Vehicles. Driver of Motor Vehicles of Category C1.” During the formative stage, the developed set of practical classes focused on mastering modern computer-based diagnostic technologies was implemented in the experimental group. A comparative analysis of the experimental results demonstrated a positive dynamic in the development of professional skills, analytical abilities, and technical thinking among students of the experimental group compared to the control group. The obtained findings confirm the effectiveness of the proposed methodological approach and the expediency of systematically introducing elements of computer-based vehicle diagnostics into the training content for future automotive specialists.