The article substantiates the expediency of using active learning methods in the educational process of professional training of future specialists in institutions of higher education. The requirements of modern employers for graduates of a higher school were analyzed and a conclusion was made that the use of the case method during the teaching of the disciplines of the electric power cycle is promising. The essence of Сase-study and situational tasks is characterized, which are a narrative, a certain detailed story that has its own plot with characters and offers, as a rule, an unfinished action or a problem that needs to be solved. The didactic features of the introduction of the case method in the educational process of professional training of students of the first (bachelor) level of higher education, specialty 015.33 Professional education (power engineering, electrical engineering and electromechanics), in particular in the teaching of the disciplines of the electric power cycle, are substantiated. The structure of a typical case from the disciplines of the electric power cycle and the stages of students’ work with situations are considered. Examples of cases that students solve during practical classes on the normative disciplines “Main electrical equipment of production” and “Alternative energy” ‒ “Enterprise Electrical Protection” and “Green Power Station” are given. It is noted that the case-study is one of the active methods of teaching, which creates a unique atmosphere of unity of the audience in solving a practical task, promotes the development of individual activity in the educational process and the formation of its cognitive interests. Thanks to the implementation of the case method in the educational process of training future specialists in the specialty 015.33 Professional education (power engineering, electrical engineering and electromechanics), the effectiveness of their professional competence formation and acquisition of practical experience has increased. The use of cases teaches students to analyze problems, make decisions independently and take responsibility for them, work in a team, defend and prove their own point of view, as well as take into account the opinion and criticism of others.

У статті обґрунтовано доцільність застосування активних методів навчання в освітньому процесі професійної підготовки майбутніх фахівців у закладах вищої освіти. Розглянуто теоретичні основи та дидактичні особливості впровадження методу кейсів в освітній процес професійної підготовки студентів першого (бакалаврського) рівня вищої освіти, спеціальності 015.33 Професійна освіта (енергетика, електротехніка та електромеханіка), зокрема у викладання дисциплін електроенергетичного циклу. Розглянуто структуру типового кейсу з дисциплін електроенергетичного циклу і етапи роботи студентів з ситуаціями. Наведено приклади кейсів, які студенти вирішують на практичних заняттях з нормативних дисциплін “Основне електрообладнання виробництва” та “Альтернативна енергетика”.