In the context of rapid technological development and increasing demands on the engineering profession, the integration of professional and creative competencies in the training of future engineers has become a crucial pedagogical issue. This article explores the theoretical and methodological foundations of preparing engineering students for creative professional activity. It analyzes the limitations of current educational practices, including gaps in curricula, the lack of emphasis on soft skills, and the insufficient use of innovative teaching methods. The study highlights the importance of a competency-based and student-centered approach, emphasizing pedagogical support as a key factor in fostering both technical proficiency and creativity. Based on this analysis, practical recommendations are proposed for curriculum designers, educators, and institutions to better prepare future engineers for the complex and dynamic demands of the modern professional environment.

Engineering education, professional activity, creative thinking

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