Rozrachunkovo-model'nij pidchid do viznacennja kil'kosti zasobiv cifrovogo virobnictva u navcal'nij laboratorii.

Autor/in	Marchenko, Stanislav
Titel	Rozrachunkovo-model'nij pidchid do viznacennja kil'kosti zasobiv cifrovogo virobnictva u navcal'nij laboratorii. Gefälligkeitsübersetzung: A Computational and Modelling Approach to Determining the Number of Digital Production Resources in a Teaching Laboratory.
Quelle	In: Traektoriâ nauki, 12 (2026) 5, S. 2001-2008 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	ukrainisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2413-9009
DOI	10.22178/pos.130-2
Schlagwörter	Unterricht; Technische Ausrüstung
Abstract	This article examines the issue of determining the number of digital production tools in a teaching laboratory as a key component of its material and technical support. The relevance of this research stems from the widespread use of 3D printers, laser cutters, and CNC machines in educational institutions, and the lack of a well-founded approach to determining the optimal number of these machines for the organisation of a comprehensive educational process. It is emphasised that, in practice, laboratories are often equipped either in accordance with the institution's budgetary capabilities or on the basis of formal lists of equipment, without proper pedagogical and organisational justification, which can lead to both shortages and surpluses of equipment.The article aims to justify a computational modelling approach for determining the need for digital production resources in a teaching laboratory, taking into account pedagogical and regulatory factors. To achieve this aim, regulatory documents were analysed, scientific publications were comparatively analysed, and theoretical modelling was employed. It has been established that digital production tools have two fundamental characteristics that determine their use in the educational process: autonomous operation after a task is launched and the indivisibility of the operation. In this regard, it is argued that a rotational model of work organisation is unsuitable for such tools, and the basic, pedagogically appropriate ratio should be 2 students per unit of equipment.A two-stage calculation and modelling approach is proposed that involves determining the basic quantity of equipment, accounting for a reserve, and subsequently adjusting it to reflect the actual conditions of the educational process. The approach aims to justify a set of digital production tools that ensure their full utilisation as practical training tools, rather than sporadic or demonstrative use. It is concluded that the proposed approach can serve as a starting point for planning the equipment of educational laboratories.
Erfasst von	GESIS - Leibniz-Institut für Sozialwissenschaften, Mannheim
Update	2026/4