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 discusses the scientific and practical aspects of the process of implementation of BIM-technology in the construction industry. The analysis of risks of implementation of information modeling technology based on the experience of Russian companies, ways to reduce it, formulated the main provisions and advantages of the introduction of BIM-technologies using the methodology of project management.

Keywords: project management, BIM-technology, risk, information modeling, project team, project life cycle