MULTICULTURAL PROFESSIONAL PERSONALITY IN GLOBALIZED ENGINEERING SCHOOL: DISCURSIVE AND COGNITIVE ASPECT

The article deals with the problem of personality concept related to technical university alumni. The research objectives arise from systemic changes and new challenges influencing higher engineering schools, and this leads to distinguishing between professional training, focused on obtaining professional skills, and higher engineering education, aimed at generating a picture of the world, providing a set of learning outcomes leading to innovation. The new approach leads to globalization and humanitarization of engineering education in terms of its content and major approaches. It requires the development of a new concept of professional personality, revealing not only competence levels, but also cognitivediscursive aspects. The integration of competence, cognitive and discursive studies in the sphere of personality modeling determines the theoretical basis of this research, which combines the concepts of language personality, types of knowledge structures and types of discursive practices. This study employs a discursive-competence approach focusing on the evolution of knowledge and moving from a naive to a scientific picture of the world, building a multicultural discourse and internationalized scientific environment. This approach follows the consistent formation of various structures of knowledge, represented in the form of concepts, notions and terms within discourse of differences, discourse of consensus and discourse of expert community, respectively. The discursivecompetence approach allows students to go through all the evolutionary stages of knowledge and form multicultural discursive practices that provide integrated humanitarian and technical competence in professional fields. The developed concept of a multicultural professional personality will create a theoretical basis for designing efficient programs for higher engineering education, based on the principles of interdisciplinary approach and humanitarization of engineering schools, taking into account the social specifics and strategic significance of educational processes in technical universities. This will provide a balance between the content of engineering education, its scientific principles and the needs of individual students.