Traditional engineering education relies on creating a strong base of fundamental science training and is focused on delivering specific knowledge in a narrow field of study. On the one hand, it seems natural to teach students only those technical things they will definitely need in their future jobs, but, on the other hand, this issue poses a pedagogical problem because what today’s teachers think is important does not always remain true for tomorrow’s specialists. Technology changes rapidly. It becomes almost impossible to predict what specific knowledge engineers will need in their careers even in the nearest future. That is why the scientific education community searches constantly for the means to help their budding members to avoid frustration and survive the avalanche of information coming their way.