ARTIFICIAL INTELLIGENCE, CAD, AND AUGMENTED VISUALIZATION IN ENGINEERING GRAPHICS EDUCATION
Keywords:
Engineering graphics, mechanical drafting, CAD, artificial intelligence, spatial reasoning, parametric modelling, AR/VR, graphic literacy, technical education, project-based learning.Abstract
This article examines how engineering graphics and mechanical drafting education can be restructured under conditions of digital transformation. The study analyzes the pedagogical value of integrating artificial-intelligence-assisted tools, computer-aided design environments, augmented and immersive visualization, project-based learning, and standardized graphic tasks for the development of spatial reasoning, drawing accuracy, constructive logic, and industry-relevant competence. A methodological framework is proposed in which manual drafting foundations, parametric modelling, AI-supported feedback, error diagnostics, collaborative design activity, and criterion-based assessment are united into a coherent didactic system. The article argues that digital tools should not be introduced merely as instruments of convenience; they must be treated as pedagogical media that intensify spatial imagination, graphic literacy, technological discipline, and the culture of engineering justification. Based on a synthesis of recent research and a practice-oriented instructional model, the paper formulates recommendations for curriculum design, assessment architecture, teacher preparedness, and academic integrity in higher technical education.
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