Relevance. The study of technical, and especially physical, education at the secondary and higher education levels in recent years has focused more on the exploration of concepts or understanding than on the development of skills and values. The least attention was paid to the development of values. Teaching physics in lectures often emphasises concepts and their interrelation, while the laboratory class also focuses on the development of laboratory skills. Purpose. The purpose of the study is to investigate the methods of professionally-oriented teaching of physics to students of technical universities. Methodology. Systematic review can be explained as a research method and process for identifying and critically evaluating relevant studies, and for collecting and analysing data from these studies. When promoting physics among the population and encouraging students to pursue a career in physics, emphasis is usually placed on developing the ability to solve problems in physics. In the review of the value of the physics diploma, graduates of the technical university emphasised the importance of skills in their profession. Results. It is assumed that with the help of an interactive way of teaching physics, it would be possible to eliminate students' misconceptions, reduce the dropout rate of first-year students, and also increase the level of students' knowledge in introductory general physics courses, mainly in the field of mechanics. Conclusions. The concept of "knowledge in motion" combined with theories in the workplace can offer a useful conceptual union for studying the nature of professional knowledge, which is taught to students of technical specialities after vocational education and training courses. This suggests that professional knowledge, rather than as a dichotomy, is perhaps more correctly viewed as distributed and networked. © The Author(s).
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