This article presents a comprehensive analysis of the scientific and methodological foundations for teaching the fundamentals of nanotechnology to engineering students in technical higher education institutions. The rapid development of nanotechnology and its widespread application in modern engineering fields such as microelectronics, energy systems, materials science, and advanced manufacturing necessitate the inclusion of nanotechnology education in engineering curricula. The study emphasizes the interdisciplinary nature of nanotechnology, which integrates concepts from physics, chemistry, materials science, and engineering disciplines. Particular attention is given to the challenges associated with teaching nanoscale phenomena, including quantum effects, surface-related properties, and size-dependent material behavior, which are often difficult for undergraduate engineering students to comprehend using traditional teaching approaches. To address these challenges, the article analyzes modern didactic strategies, including practice-oriented instruction, project-based learning, computer modeling, and virtual laboratory experiments. The research methodology is based on the analysis of scientific and pedagogical literature, observation of instructional practices, and assessment of students’ learning outcomes through tests and practical assignments. The results demonstrate that the integration of theoretical lectures with practical and laboratory-based activities significantly enhances students’ conceptual understanding, motivation, and professional competencies. The findings of this study indicate that innovative and visualization-based teaching methods can effectively compensate for limited laboratory infrastructure and improve the overall quality of nanotechnology education. The proposed methodological approaches contribute to the development of engineering graduates who possess fundamental knowledge of nanotechnology and are capable of applying nanoscale concepts to solve modern engineering problems.