Teaching Economic Disciplines Research Articles

The use of the mentoring institute on the example of teaching economic disciplines: patterns and implementation specifics

Mentoring in higher education is a necessity and an obligatory process of transferring the experience of teaching staff to young teachers. Statistics show that the younger generation is not eager to devote themselves to teaching, sometimes because they are not aware of all aspects of the profession. The mentoring task in higher education is to involve the younger generation in a unique pedagogical process. The work is complex, requiring from the parties a creative approach and the ability to turn a young specialist in the direction of pedagogy. Everything is important in this process from understanding the financial component to recognizing the social significance of the activity. Mentoring for young teachers, graduate students, masters in teaching economic disciplines, along with the regularities of the process has its own significant features, which arise from the economic reality study specifics, as well as the presence of numerous concepts and theories that interpret this economic reality itself and on the basis of this proposing a certain state economic policy. The issue becomes relevant also because the approaches to the federal state educational standards are being transformed in Russia.

АКТУАЛИЗАЦИЯ ПОДХОДОВ К ПРЕПОДАВАНИЮ ЭКОНОМИЧЕСКИХ ДИСЦИПЛИН В ВЫСШЕЙ ШКОЛЕ

The article suggests directions for updating approaches to teaching economic disciplines, as well as general directions for improving the educational process in higher education

ПЕДАГОГИЧЕСКИЕ ОСНОВЫ ПРЕПОДАВАНИЯ ЭКОНОМИЧЕСКИХ ДИСЦИПЛИН И ИХ РОЛЬ В УСВОЕНИИ УЧЕБНОГО МАТЕРИАЛА

This article examines the pedagogical foundations of teaching economic disciplines and their impact on the effective assimilation of educational material by students. In the context of modern educational requirements and challenges, the article analyzes the methods, strategies and approaches used by teachers to ensure high-quality education in economic disciplines. Special attention is paid to the role of active teaching methods, case studies, project activities and other innovative approaches in shaping students' understanding and skills in the field of economics. The author highlights the key principles on which successful teaching of economic disciplines is based, such as a problem-oriented approach, integration of theory with practice, individualization of learning and the use of modern educational technologies. As a result, the article concludes that there is a need for an integrated approach to the teaching of economic disciplines, which takes into account the needs and characteristics of students, as well as modern requirements of the labor market and society.

INTERACTIVE METHODS IN TEACHING ECONOMIC DISCIPLINES

The article addresses the essence of the interactive method in teaching the economics, which involves the application of the latest approaches to the study of economic processes and phenomena using information systems and equipment for innovative and operational presentation of the obtained results. It was determined that the main task of economic education currently is the formation of active economic subjects capable of influencing social production at the micro level, as well as adequately evaluating the actions of the state at the macro level. Еxamines the theoretical and methodological aspects of teaching economic disciplines using interactive methods. The role of interactive methods of teaching economic disciplines in shaping the readiness of future specialists for professional activity, their economic thinking and economic behavior is determined. The necessity of using interactive methods in teaching methods of economic disciplines is substantiated. Interactive methods in teaching economic disciplines, which are the most optimal for use in a certain type of class during the training of specialists in economic disciplines, are considered. It was determined that interactive teaching methods activate the student's attention, his creative abilities, develop the ability to communicate and defend his thoughts and positions, create favorable conditions for the student's learning in a group, his self-education, and the establishment of constructive partnership relations between all subjects of the educational process. It is substantiated that interactive methods are a fundamental basis for the organization of discussions, systematic application of knowledge and skills of students obtained during the assimilation of previous educational components.

Problems of teaching economic disciplines in higher educational institutions

Problems of teaching economic disciplines in higher educational institutions

The role of teaching economic subjects in schools and universities

Annotation. The article deals with the issues of economic education in schools and higher educational institutions, as well as modern requirements for teaching economic disciplines. At present, the requirements of employers are increasing not only to the professional level of employees newly coming to the organization, but also to the level of their social development, the ability to be responsible for the actions performed and evaluate them. All this determines the need for a conscious introduction of young people into socio-economic relations at school age. The teaching of economics is quite fully responsible for this task. At the same time, the analysis of the curricula of secondary schools in Kazakhstan revealed the lack of attention of developers to the subject "Economics". In the state educational standard of secondary general education, "Economics" is also referred to the profile level in the list of subjects for the choice of the field "Social Sciences".The methods of teaching the discipline "Economics" in universities are considered

Influence of educational models on the formation of research competence in future government and public administration workers

Introduction. The article examines the problem of improving the quality of Economics and Management education in the Russian Federation and contributes to the ongoing discussions on methodological issues of modern economics. The purpose of the article is to substantiate the impact of educational models on the development of research competence in future government and public administration workers. Materials and Methods. The study involves theoretical analysis and reviewing scholarly literature on the problems of the methodology of economic research, as well as studying the experience of implementing practice-oriented models of educational design at the Siberian Institute of Management, a branch of Russian Presidential Academy of National Economy and Public Administration, with the focus on 38.03.04 Government and municipal administration undergraduate program. Results. The authors have substantiated the influence of educational models on the development of research competence of future government and public administration workers. The authors have classified methodological approaches to economic studies and revealed the peculiarities of implementing five types of educational design for teaching economic disciplines. Depending on the conceptual foundations, educational models are distinguished according to: the clarification of educational goals, the level of formalization of learning outcomes, and requirements for assessment tools used. The use of educational design models contributes to development of research skills in different ways: some of them are aimed at developing the set of research competencies; the others can be used in order to develop only certain types of skills. Conclusions. The application of educational models involves the integration of scientific achievements into the educational process and contributes to the development of the research competence in future government and public administration workers. Research competence is determined by the maturity of metric, political economy, and narrative economic analysis skills and depends on the educational model employed. The systematization of educational models proposed by the authors makes it possible to identify criteria for choosing an effective model depending on the educational goal.

Digitalization in Teaching Economic Disciplines: Past, Current and Future Perspectives

Abstract This special issue of Business Systems Research (SI of the BSR) highlights the past, current and future perspectives of digitalization in teaching economic disciplines. The emphasis has been put on digital competencies, the quality of e-learning, e-exams, digital tools, gamification, and digital and mobile technologies used in the teaching process in the field of economics. The main focus groups of the research are teachers and students from the economic field of education at both university and secondary school levels. Seven papers selected for this SI of the BSR present the digitalization era’s impact on teaching economic disciplines. The conducted research and publication of the papers are funded under the project “Challenges and practices of teaching economic disciplines in era of digitalization” (project no. 2020-1-HR01-KA202-077771), which is co-funded by the Erasmus+ Programme of the European Union.

Особенности интеграции традиционного и дистанционного образования в обучении студентов по экономическим специальностям

The article summarizes the experience of teaching economic disciplines in the traditional and distance format. The results of a survey of students-economists on the effectiveness of the use of traditional and digital technologies in the educational process are analyzed. The advantages of distance education indicated by students are summarized and ranked; justified shortcomings and negative factors that determine them. The proposals of students to improve the quality of distance learning technologies are systematized. It is concluded that it is necessary to integrate both traditional and digital technologies into the educational process. It is substantiated that the observance of a certain balance, proportions of the use of classroom and distance learning in the educational process depends on the specialization of universities, areas and levels of education.

Сучасні підходи до навчання майбутніх економістів засобами комп’ютерних технологій

Abstract. Introduction. The article analyzes current issues of transformation of the education system in accordance with the Bologna system, taking into account globalization trends, achieving compliance with the information society and finding new forms and methods of higher education, which creates preconditions for intensifying the introduction of computer technology education (ZVO). Purpose The purpose of this article is to study the scientific and methodological foundations of training future economists on the basis of computer technology, which creates real opportunities for their use in education in order to develop creative abilities of students. Results. The analysis of scientific works on the information state of society and the introduction of computer technology in the educational process of free economic science. Attention is paid to the introduction of modern approaches to the training of future economists using computer technology. The role of information and subject complexes, which form the basis of pedagogical software, which is a powerful tool for improving the efficiency of the teacher and improving students' perception of educational material. It has been proven that the application of computer-based learning technologies is the development and use of educational software. The peculiarity of computer-based learning technologies is that they must accumulate in themselves, along with the computer program, the didactic and methodological experience of the subject teacher. The main problem that is seen here is the development of methods for computerization of the discipline. It is possible to either completely restructure and focus on creating new computerized courses, or to implement a methodology with partial computer support of the discipline, which, in our opinion, is more acceptable. The use of information and communication technologies in the process of training future economists has a number of advantages - the ability to control the pace of educational activities, choose the level of complexity of tasks, the ability to clearly demonstrate certain phenomena. New computer technologies open access to non-traditional sources of information, increase the efficiency of independent work, create space for creativity, acquisition and consolidation of professional skills, allow the implementation of fundamentally new forms and methods of learning. Their introduction changes education in general. Conclusions. Therefore, when teaching economic disciplines, there are enough reserves to increase its effectiveness with the help of computer technology. However, following this direction, it is necessary to find a balance in the system "teachercomputer-student".

Method of Formation of Environmental Competence During the Teaching of Economic Disciplines by Means of Interactive Learning Technologies

Abstract. Introduction. The article highlights modern methods of forming environmental competence in the process of teaching economic disciplines with the help of interactive learning technologies, which are due to various factors. The content of the concepts of "competence" and "environmental competence" in the context of the study is analyzed by conducting an extended excursion on the interpretation of these concepts in pedagogical practice. Ecologically literate person has a high level of ecological knowledge, developed ecological thinking, in his behavior is guided by the priority of ecological values, considers his profession as an effective means of improving the environment and solving environmental problems. The article considers the approaches to the definition of "competence", "environmental competence" and on their basis identifies the role, importance and ways of forming environmental competence in the teaching of economic disciplines with the use of interactive technologies. The relevance of the chosen topic is justified by the lack of interdisciplinary and regional approaches to the formation of environmental competence of higher education seekers based on the introduction of interactive technologies. The efficiency of formation of ecological competence in the process of professional training of future specialists in the economic sphere with the help of interactive learning technologies is proved. The basic rules of the organization of interactive learning are specified, shortcomings of application of interactive methods in educational process by teachers are covered. The stages of interactive teaching methods are defined and substantiated. Purpose. The aim of the article is to find out the possibilities of forming students' environmental competence with the help of interactive learning technologies. Results. The importance of interactive teaching methods that use situational environmental tasks is emphasized. It is revealed that the use of interactive methods and technologies allows to intensify the assimilation and creative application of theoretical material; gives the chance to model ecological life situations by the person; to involve students in solving environmental problems, making environmentally responsible decisions, gaining experience in environmental protection. Conclusions. The possibility of using interactive technologies in the training of applicants is analyzed and argued. The basic rules for the introduction of interactive learning technologies in the structure of higher education institutions in the process of training future specialists in the economic sphere have been formed and proposed.

Development of economic literacy among students of the college of physical culture

Relevance. The article reveals the specifics of teaching economic disciplines at the College of Physical Culture. The types of educational and cognitive activities aimed at the development of economic competence and the formation of students' economic knowledge are considered both as part of the study of economic disciplines and as a result of students attending seminars. Much attention is paid to solving various practical tasks and situational tasks of the economic character.Purpose. To identify the level of development of economic literacy among students of the College of Physical Culture.Methods and organization of research. The study involved full-time students of the College of Physical Culture. In the process of teaching economic disciplines, students of the College of Physical Culture form knowledge of the basics of economics, sports marketing, economics of physical culture.The results of the research. As a result of the conducted research on the development of economic literacy among students of a physical education college, a certain dependence can be noted: the more students perform practical tasks, the higher their level of knowledge and, as a result, the higher the level of development of economic literacy, and consequently the level of preparedness to perform leadership work in sports activities.Conclusions. The experience of real life and the current economic situation indicates that increasing the economic literacy of students of a physical education college contributes to their achieving the greatest results in the performance of future professional activities, including when performing managerial work in the field of physical culture and sports.

Modern concepts and methodological recommendations for teaching economic disciplines: tasks of the course "Digital Management of Transport Infrastructure"

The article is devoted to the study of modern concepts of teaching economic disciplines on the example of the course of the discipline "Digital Management of transport infrastructure" developed by scientists and Methodological recommendations for this discipline have been developed. The methodological guidelines developed by the authors on the discipline "Digital Management of transport infrastructure" will contribute to the generalization and systematization of the acquired theoretical knowledge and practical skills of Digital technology management in the period of rapid digitalization of all sectors of the economy, digital development of technologies and innovations, informatization of society. The discipline "Digital Management of transport infrastructure" developed by the authors gives an opportunity to study the essence of the digital category and its features, to understand and gain skills in the Digital environment at a practical level and learn how to work in it, gives an understanding of the Digital tools of the future specialist and their effectiveness, shows the directions of strategic management of the development of Ukrainian enterprises on the principles of digitalization.

FEATURES AND METHODS OF TEACHING ECONOMIC DISCIPLINES IN THE CONDITIONS OF DIGITALIZATION

FEATURES AND METHODS OF TEACHING ECONOMIC DISCIPLINES IN THE CONDITIONS OF DIGITALIZATION

Innovative methods of teaching economic disciplines for students of the Faculty of Physical Education

The purpose of our article is to reveal the role and significance of innovations, in particular, innovative methods of teaching economic disciplines for students of the Faculty of Physical Education, to determine the most effective methods and forms of educational work. The features of the forms and methods of innovative teaching are determined, the specifics of their use when conducting classes with students of the Faculty of Physical Education are revealed. The issues of application of innovative methods, techniques, forms of work are highlighted, in particular, brainstorming ("brainstorming"); public speaking; work in small groups; PRES formula. The essence of the case-method, its principles, structure, features, influence on the formation of qualitative characteristics of a future specialist in physical culture are revealed. The use of new technologies in teaching is noted, such as multimedia, computers, etc. and a combination of innovative techniques with classic, traditional ones.

Involvement of Students in Participation in Research Processes During the Study of Economic Disciplines

The article considers the positive opportunities that are revealed by involving students in research processes during their studies. The analysis showed that the integrated combination of students’ acquisition of competencies such elements as individual and group approach to decision making, multicriteria assessment, creative research methods, behavioral economics, etc. allows students to better master the relevant areas of knowledge. The motivation is an important issue of students studying. Behavioral aspects are an effective tool for the formation and development of students’ interest in in-depth learning of economic disciplines.The purpose of the article is to determine the factors due to which the practical application of decisionmaking techniques affects learning outcomes. If the case studies address economic issues that students often meet in their daily lives, it gives the opportunity to maximize their creative participation in the learning process, because they are more interested in finding a “better” solution. Acquisition of knowledge is more effective not on abstract or detached examples, but on cases of solving students’ economic problems. Particular attention is paid to the development of appropriate case studies, as well as the procedure for further analysis of the results of solving such cases. The implementation of these studies in classes on economic disciplines contributes to the formation of a more active students’ attitude to learning. The article reveals the role of the application of behavioral economics models in the educational process. Involving students in research processes in the study should become one of the mandatory learning elements for more effective acquisition of the necessary competencies. The illustrative example testifies to the expediency and usefulness of wide implementation of the proposed approaches in the practice of teaching economic disciplines. JEL classification: А13, А22, D03, D81

Improvement of teaching economic disciplines to medical students by updating the competency based approach and teaching methods

The relevance of the research is due to the need for formation and development of economic thinking among medical students in the implementation of the modern educational paradigm, implying a competence based approach to higher education and compliance of educational programs to the world quality standards. In the implementation of the Federal state educational standard of higher medical education the problem of economic competencies formation in medical students is relevant. Updating the competence based approach to teaching economic disciplines in medical higher educational institutions, as well as expansion of forms and teaching methods, taking into account the above mentioned competencies will facilitate the decision of this problem. The purpose of the research is to update the competence based approach to teaching economic disciplines to medical students. In the research the following methods were used: formalized analysis, analytical method, systematization method and data synthesis. The results of the research: the authors have created a list of competencies to implement in the process of teaching economic disciplines to medical students, as well as systematized and actualized active and passive methods of teaching economic disciplines in accordance with the competence based approach. Key findings: Modernization of higher education, taking into account the requirements of Federal state educational standards of new generations, also entails adapting the principles of competences of future specialists to a dynamically developing external environment. The proposed list of competencies can be used by teachers of specialized departments of higher educational institutions in the process of drawing up working programs of disciplines and directly in teaching economic disciplines in order to improve the quality of the educational process.

Modern technologies of teaching economics in the context of the principles of sustainable development

Currently, a new concept of education is being actively formed as a factor in observing the principle of sustainable development. Sustainable development goals can be achieved by an active and dynamic society that cannot be formed in traditional educational systems. The article discusses the features of the imitation game as a strategy for teaching economic disciplines in higher education. The goals and functions of the imitation game are highlighted, its results and competencies are formulated. Role-playing and business games are considered as two main types of imitation games. Their comparative characteristics are carried out, the advantages, disadvantages and distinctive features of each type are highlighted. The phases (periods) of imitation games from preparation for the game to summing up its results have been investigated, the structure of the course of the game in the classroom in economics has been studied. It is proved that in the case of using an imitation game in the classroom on economics, the result of the educational process is the intertwining of theoretical and practical skills, which brings students closer to economic reality and develops the competence of optimal behaviour strategies in their professional activities.

Інноваційні методи викладання при вивченні економічних дисциплін у закладах вищої освіти України

The article is primarily aimed at considering the essence and significance of innovative methods of teaching economic disciplines in higher education institutions, their use in professional activities with students during educational work. The article considers innovative methods of learning in the teaching of economic disciplines used in the system of modern educational process in higher education institutions of Ukraine. The peculiarities of forms and methods of innovative learning are defined, the specifics of their use during classes with students in economic disciplines are covered. The author specifies application of such methods, forms and methods of educational work as: audiovisual method of training; analysis of errors, collisions, incidents; discussion with the invitation of specialists; brainstorming; «decision tree»; business (role-playing) game (students try the role of a teacher in economics, an accountant, auditor, a broker, manager, etc.); «take a position»; Socratic dialogue; interview method; public speaking; commenting, evaluating (or self-evaluating) of the participants’ actions; training ground; method of analysis and diagnosis of the situation; method of cooperative learning; problematic methods; partially search methods; research methods; method of projects; modeling; trainings; the program-role method of generating ideas; work in small groups; «competence» game; simulation games; PRES formula, etc. The essence of the case method, its principles, structure, features, influence on the formation of qualitative characteristics of the future specialist in economics is covered. It is emphasized the use of new technologies in learning, such as multimedia, computers, etc. and the combination of innovative methods with classical, traditional ones.

Updating methods of teaching economic disciplines in the conditions of economic education modification

The systemic transformation of the Russian society in modern market conditions assigns a special role to economic sciences, which form the economic outlook of citizens. The continuous improvement of the quality of economic education in general and methods of teaching economic disciplines, in particular, seems to be undeniably relevant. In the context of a two-level education system in the Russian Federation, the theoretical unpreparedness and dogmatic practical orientation of graduates of economic training areas is completely unacceptable. In this aspect the role of a teacher in the educational process and the use of modern educational technologies and their constant improvement are especially significant. The above mentioned circumstances determine the relevance of the topic of the study. The research substantiates the need for continuous improvement of an integrated approach to teaching economic disciplines, systematizes the experience of teaching economic disciplines in Russian higher educational institutions. The article proposes a new understanding of the process of improving teaching methods of economic disciplines and improving the quality of economic knowledge of students, the author’s list of methods of teaching economic disciplines is given. The following research methods have been used: a formalized method for parsing and analyzing methodological developments, systematization and data synthesis.