CULTIVATING THE AUTONOMOUS ENGINEER: HOW STRUCTURED SELF-STUDY FUELS COMPETENCE IN OIL AND GAS EDUCATION
Keywords:
self-study, professional competence, terminological competence, oil and gas education, competency-based approach, self-regulated learning, higher technical education, pedagogical experiment.Abstract
This study investigates the impact of structured self-study on the professional competence development of oil and gas university students. A quasi-experimental intervention involving 70 third-year undergraduates implemented a two-stage self-study program (specialized presentation and bilingual glossary development). Professional competence was assessed before, during, and after the intervention. Results demonstrated a statistically significant increase in overall competence from 39.2% to 57.4%, with terminological competence showing the most substantial growth (from 38% to 65%). The findings confirm that systematically organized, scaffolded self-study is a critical pedagogical tool for fostering the deep, self-regulated learning necessary to train adaptable and competitive specialists in the modern engineering landscape.
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