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The paper describes the approach of International Society of Engineering Education (IGIP) to new pedagogic challenges in engineering education in the XXI century. The main tendencies for the education development and requirements to the future of learning are given. The change of the social role of the engineering education is stressed, and the new questions of theengineering education are listed.

The paper describes the main achievements of the International Society for Engineering Pedagogy (IGIP) in the process of organization and participation in the 2014 World Engineering Education Forum. IGIP members were presenters at the plenary and numerous parallel sessions, participated in the IGIP Award ceremony.

The article outlines the new tendencies and prospects in engineering education and engineering pedagogy. The new trends and questions result in a need to evolve new educational practices, especially in engineering pedagogy in order to provide the most effective learning experiences for engineering students of the 21st century. A new look at the didactic and pedagogic concepts that presently form the basis of engineering education is required. IGIP has proposed a Prototype Curriculum for engineering pedagogy and has developed the accreditation criteria for engineering pedagogy programs

The paper describes the activities of the International society for engineering education IGIP and its Russian monitoring committee (RMK). Further on, the paper deals with the activities of the Centers of engineering pedagogy founded under the initiative of RMK IGIP in a number of Russian technical universities for the purpose of providing pedagogical,psychological and vocational training for the university faculty and other categories of students.