Project-Based Activities as Methodology for Developing Informational and Legal Competences in Future Engineers

One of the tasks to be solved by engineering education is to form the universal competences of students, which allow them to efficiently implement their knowledge and skills in their occupations afterwards [1]. Nowadays, higher education cannot be limited to classical educational methods or conventional teaching techniques. All the so-called Bologna documents emphasize that education quality assurance is a necessary condition of creating the European education zone, focus being moved from expenses to the outcomes, i.e., knowledge and competences. This, in turn, suggests stimulating the diversity of educational opportunities in terms of goals, profiles, contents, and methods. Contemporary students represent Generation Z, the beau monde society. All necessary information for them must be “moved” into the Internet. This requires some new approaches to teaching and learning. Therefore, any educational technologies must include using information technology and all its benefits today. In Kazan National Research Technological University, Russia, the Department of Law has developed original tasks to be solved at the lessons, involving all those interested and using project-based learning methods [2, 3]. In this context, it becomes possible to develop informational and legal competences in future engineers, focusing on practice. Project-based learning allows students to get to know more about the opportunities of informational and legal support for their vocational activities. Tasks underlying the project aimed at developing informational and legal competence in future engineers are universal and can be easily modified to adapt to the major area of studies. Draft program aimed at developing informational and legal competence can be used at any engineering university, as well as within the additional professional education system.