In modern engineering education, integrated learning technologies (ILT) play a major role in the development of students’ professional competences. The effectiveness of ILTs depends on their adaptation to the priorities and expectations of students, other stakeholders, available resources, opportunities to engage students in real-world problem solving with the support of experienced mentors and industry experts. Application of ILT requires constant updating of curricula, coordination with all stakeholders, creation of a learning environment comparable to the industrial one, and provision of conditions for independent assessment of the quality of graduates’ training. On this basis, the aim of the work is to analyse the features of integrated learning technologies application in training students in engineering education programmes. In this work, a questionnaire survey of students, teachers, employees of companies in Kazakhstan was conducted. The results of the questionnaire showed that most students recognise the importance of practical skills more than a systematic approach in solving professional problems. A significant proportion of company employees note the importance of developing students’ personal, social and technical competences. This can be facilitated by various forms of cooperation between the university and the company. The paper establishes that integrated learning technologies allow students to develop skills of systematic approach in solving professional problems, provide them with sufficient autonomy in learning and development, increase the satisfaction of students and employees of companies with the quality of training. The results of the conducted research allowed us to determine the criteria for selecting integrated learning technologies for training engineering students.