This article provides a scientific and theoretical analysis of the pedagogical and institutional mechanisms of joint educational programs aimed at ensuring student mobility in higher education under globalization. The study thoroughly examines joint education models developed in advanced countries, particularly in the European Union, the United States, and the Asian educational space, their legal and regulatory frameworks, the system of academic credit recognition, quality assurance mechanisms, as well as institutional forms of inter-university cooperation. The article highlights the role of joint educational programs in promoting students’ academic and cultural mobility, the opportunities for implementing a competency-based approach in the pedagogical process, and the issues of harmonizing educational content in a transnational educational environment through a comprehensive approach.

This study is devoted to revealing the theoretical foundations for improving the professional competencies of future engineers, particularly transport engineers. The research analyzes the historical stages of the development of engineering education, the formation of part-time and distance learning systems, and their relationship with socio-economic needs. The evolution of the system for training engineers, including transport engineers, since the 19th century, the emergence and development of part-time education, and the improvement of distance education based on modern information and communication technologies are presented in a historical and logical sequence. In addition, the integration of part-time and distance education forms with industry, as well as their role in enhancing engineers’ professional training, social mobility, and competitiveness, is substantiated. The research results demonstrate the scientific and theoretical significance of competency-based and innovative approaches in training highly qualified, innovatively minded engineering personnel for the transport sector.

This article provides an in-depth analysis of the methodological foundations for integrating philosophy teaching with historical context in higher education. The study examines the theoretical and practical aspects of creating pedagogical harmony between philosophy and history. It explores the potential for developing students’ critical thinking and socio-legal knowledge through the combination of scientific reasoning, historical awareness, and philosophical reflection. The article also analyzes the integrative role of interactive methods, case-study, and project-based methods in the educational process. The findings demonstrate that integrating philosophical knowledge with historical context contributes to broadening students’ worldview, deepening scientific thinking, and developing skills to address contemporary social issues.