Abstract

Introduction. The relevance of the topic is due to the following contradiction. According to comparative international studies, in a number of developed countries there is a decline in the interest of young people in scientific activities. In this regard, Russia is an exception, since young Russians are more loyal to science than, for example, their peers in Europe and highly value the impact of scientific achievements on society. At the same time, the problem of «worn-out» scientific personnel in Russia has not been completely resolved. The aging process has slowed down, but it is too early to talk about a massive influx of young personnel into science. Against the background of this contradiction, the authors put forward hypotheses about the lack of involvement of engineering students in scientific research and the dissatisfaction of representatives of the digital generation with the formats of scientific communication that they encounter.Methodology and sources. To develop the research methodology, the authors relied on the concept of the influence of the university on the student (E. Pascarella, P. Terenzini); the theory of the determination of student success by its academic and social integration into various spheres of university life (V. Tinto). To clarify the concept of «scientific communication» the authors turned to the conceptual model of M. Buki and B. Trench, which differentiates the channels and methods of public access to scientific information.Results and discussion. The purpose of the study was to determine the degree of student involvement in the scientific activities of the university and to analyze the conditions for the formation of communication strategies that promote involvement. Students of 1–3 years of bachelor's degree in technical specialties (N = 304) participated in the research.Conclusion. The following results were obtained. Firstly, although students view science as a highly significant activity, they do not recognize it as a model of their professional identity. Secondly, although science is of interest to many respondents, it remains at the level of plans, not action. Respondents see an obstacle to this in their own lack of confidence in their scientific and technical training. Third, research has identified communication strategies that both arouse interest in science and provide students with a sense of progress in mastering research competencies.