International Scientific Journals
of Scientific Technical Union of Mechanical Engineering "Industry 4.0"

The rapid advancement of biotechnology, artificial intelligence, big data analytics, and digital technologies is transforming the nature of biological risks and creating new challenges for security systems. At the same time, the processes of bioconvergence are fostering increasingly close interactions among the life sciences, engineering, information technologies, and security studies. This paper explores the implications of these developments for the education and training of biological security specialists. Drawing on a systems approach, comparative analysis, and conceptual modelling, the analysis identifies the key competencies required for effective professional performance in a dynamic technological environment. An original competency model is proposed, integrating fundamental biological knowledge, technological competencies, security-related expertise, and practical skills for biological risk management. The model provides a conceptual framework for the modernization of educational programmes and for strengthening sustainable capacity to address biological threats.

The set of theoretical and methodological concepts related to the formation, development and knowledge has been studied. Within the framework of the study, approaches are considered that in one form, or another belong to classical theories. The current state and problems of modern organizations in the field of knowledge formation and development are analyzed. Based on the example of Kazakhstani organizations, the main directions are used to improve approaches to knowledge management to improve the quality of labor activity and improve the qualifications of specialists of organizations. The study identified the need to develop a high-quality and flexible in-house training system, which will be relevant in modern conditions. A toolkit has been developed that contributes to the effective formation and development of knowledge of a modern Kazakhstani specialist.

The development of innovative technologies of designing agricultural machines and their influence on the formation of professional competencies of agroengineer is presented. The course designing topics and stages of work implementation are highlighted, which states that during designing a review and analysis of existing structures of this type is performed, the mechanical and technological properties of agricultural materials with which the machine will work (soil, seeds, fertilizers, root crops, etc.) are determined, the agrotechnical requirements and technical requirements for the car are formed, the technological scheme of the design is substantiated and the principle of its work is described, the basic technological, kinematic, hydro or pneumatic mechanical parameters, the forces acting on the working bodies, traction resistance and power consumption are determined, calculations are made for the strength of the changed structural elements, the technical passport of the machine is drawn up, the technical and economic indicators are determined, the technological scheme is drawn up, the description is made and the formula of the invention is compiled according to the requirements of the patent documents. It is noted that the successful completion of the course work on agricultural machines involves interdisciplinary connections with other disciplines, for example, such as the mechanical and technological properties of agricultural materials, the basis of engineering methods for calculation of strength and rigidity, machine parts and design principles, agriculture, the basis intellectual property, the basis of scientific research, etc. An example of an approximate algorithm for calculating and designing an agricultural machine on the example of a grain seed drill is given. The factors emphasizing the quality of preparation of agroengineering specialists, development of capabilities for performing design functions are highlighted.

Here is presented the influence of pedagogical technology of the through study of agricultural machines on the formation of readiness for the future activities of future specialists in agroengineering. Here are analyzed the dynamics of development of professional competences from the first year of study, during the study of the discipline «Introduction to the specialty», and further on, educational practice, constructive and theoretical courses of agricultural machines, course design, industrial practices, etc. Here are given the examples of a set of basic text-based tasks in the discipline “Agricultural Machines”, which deal with soil cultivation, the work of a cutting machine, a reel, a system for cleaning a combine harvester, etc. The factors emphasizing the quality of preparation of agroengineering specialists, development of the ability to perform design functions are highlighted. The issue of diagnostics and criteria of general amount of knowledge about the agricultural machines at the final stage of training is covered.