The article examines the use of smart complexes of academic disciplines as an innovative approach to enhancing the effectiveness of training future engineers. The research problem centers on the need to adapt engineering education to the conditions of a postmodern society, characterized by rapid digitalization, fragmentation of knowledge, and increasing demand for interdisciplinary flexibility. The theoretical framework is grounded in a postmodernist approach that emphasizes adaptability, self-organization, and the individualization of the learning process. Both qualitative and quantitative methods are employed to analyze the impact of smart complexes on students’ digital literacy and professional skills. The findings confirm the effectiveness of smart complexes: creativity increased by 26%, critical thinking improved by 37%, and problem-solving skills grew by an average of 29%. The implementation of self-assessment mechanisms resulted in a 23% increase in student motivation and a 32% rise in learning engagement. Key challenges in implementing digital technologies in education were identified, and strategies to overcome them were discussed. The study proves that smart complexes contribute to the formation of an interactive and adaptive educational environment that equips future engineers with the competencies required to succeed in a technology-driven professional landscape.