The article is devoted to the analysis of the processes of digital transformation of engineering education in the context of modern challenges of 2025-2026. The key technological drivers of change are considered: product lifecycle management systems (PLM), artificial intelligence, digital twins, immersive technologies. The systemic contradictions between the traditional pedagogical paradigm and the requirements of the digital economy are revealed. The article substantiates the need to move from the fragmented use of digital tools to the formation of a holistic digital educational ecosystem that integrates fundamental training, practice-oriented learning and end-to-end digital competencies. Based on the analysis of the practices implemented in Russian and foreign universities, the directions of improving engineering training in the context of a new model of higher education are proposed.
Shangina et al. (Sun,) studied this question.