This study examines the theoretical and methodological foundations for developing visual thinking in future engineers through the integration of interactive and artificial intelligence technologies. Within the framework of the research, visual thinking is considered as a core cognitive component of graphic competence, and its formation mechanisms—visual perception, spatial imagination, mental modeling, and cognitive processing—are scientifically substantiated.

Based on an analysis of both international and national scholarly sources, existing pedagogical, technological, and cognitive approaches are critically evaluated, revealing insufficient integration among them. In response to this gap, an integrative and adaptive methodology is proposed, aimed at enhancing visual thinking in engineering education through the combined use of interactive multimedia tools and artificial intelligence technologies.

The proposed methodology is structured around key stages, including visualization, modeling, and intelligent analysis, and incorporates adaptive management aligned with students’ individual cognitive characteristics. The findings demonstrate that AI-driven educational environments significantly improve visual thinking, spatial reasoning, and the effectiveness of graphic activities.

The proposed approach contributes to the modernization of engineering education, the advancement of teaching methodologies in graphic disciplines, and the development of next-generation learning systems based on digital and intelligent technologies.

Visual thinking, graphic competence, artificial intelligence

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