The article investigates the formation of professional competencies among students of a technical university (from bachelors to postgraduates) in the context of the digital transformation of higher education. The necessity of transitioning from traditional pedagogical models to a methodology integrating digital educational technologies and psychological-pedagogical support is substantiated. Central attention is paid to the potential of the digital environment for developing practice-oriented skills, critical thinking, and academic autonomy. The results of a pedagogical experiment are presented, within which a blended learning model based on reciprocal interaction and content co-creation was tested: students acted as knowledge constructors, developing criterion-referenced test tasks, while instructors performed the function of metacognitive experts. It is shown that the implementation of this model leads to a statistically significant increase in the level of professional and meta-professional competencies. The conclusion is made that digital tools, used as a platform for co-authorship, serve as a meaning-forming framework of pedagogical design, contributing to the training of a new type of engineers – reflective practitioners and co-authors of the educational process.

Keywords: construction and technical forensic examination, special knowledge, forensic expert, examination production, examination procedure

The article analyzes modern approaches to psychological and pedagogical support for the professional and personal development of students in the context of a digital educational environment at a technical university. Key methodological approaches are discussed, such as activity-based, student-centered, and competency-based, which ensure a comprehensive support system for students and contribute to their successful adaptation and socialization. Special attention is given to the integration of digital technologies into the process of psychological and pedagogical support, including the use of online platforms, virtual training, and tools for career diagnostics, which allows for effective solutions to student diagnostics and individualized support. The main areas of work within the framework of digital support are described, such as diagnosing adaptation difficulties, psychological counseling, and career orientation, all implemented using modern digital technologies. The use of online surveys, specialized programs for career diagnostics, and remote counseling enables the timely identification of student issues and the development of personalized support measures. The results of empirical studies are analyzed, confirming the effectiveness of digital technologies in psychological and pedagogical support, as well as identifying key challenges faced by students in the context of digital learning. The article concludes with the significant potential of the digital educational environment for improving the quality of education and developing professional competencies. The necessity of further improving digital support tools to enhance the educational process and increase student engagement is emphasized.

Keywords: construction and technical forensic examination, special knowledge, forensic expert, examination production, examination procedure