METHODOLOGICAL FOUNDATIONS FOR THE DEVELOPMENT OF ECONOMICS BACHELOR PROFESSIONAL COMPETENCE BASED ON STEM EDUCATION
DOI:
https://doi.org/10.31110/2616-650X-vol13i5-013Keywords:
STEM education, bachelor's training in economics, competence approach, activity approach, interdisciplinary approach, vocational educationAbstract
The development of future economic professional competence in STEM education is based on the synthesis of various (pedagogical, psychological, and technological) approaches aimed at forming comprehensive knowledge, practical skills, and innovative thinking. Modern approaches to the training of bachelors require significant changes, as they must meet the requirements of the labor market and technological trends. Therefore, STEM education can become the basis for modernizing the training of bachelors in economics, in which competency-based, activity-based, and interdisciplinary approaches will allow students to develop the knowledge and skills necessary for the successful performance of professional tasks. The article substantiates that the competence approach is a step required in response to the challenges of the digital age, as it develops the ability to work in the conditions of the fourth industrial revolution to develop an innovative economy. It is shown that the activity approach, combined with the principles of STEM education, creates a powerful mechanism for forming professional competence of future bachelors of economics. It allows not only the effective transfer of knowledge but also the formation of practical skills, professional thinking, and the ability to continuously improve, which can become drivers of innovative economic development. It has been proved that the interdisciplinary approach allows training specialists of a new type who have not only deep economic knowledge but also the ability to apply the tools of exact sciences and technologies to analyze and solve complex professional problems. The results of implementing this approach will contribute to the training of competitive specialists who can become drivers of the innovative development of society. By using such approaches, universities can not only improve the educational experience for their students but also promote the development of a skilled workforce capable of navigating the intricacies of the global economy.
References
Ashrafi, M., Magnan, G. M., Adams, M., & Walker, T. R. (2020). Understanding the Conceptual Evolutionary Path and Theoretical Underpinnings of Corporate Social Responsibility and Corporate Sustainability. Sustainability, 12(3), 760. https://doi.org/10.3390/su12030760
Chaves, R. A., Buitrago Esquinas, E. M., Masero, I., & Yñiguez Ovando, R. (2022). Mathematical background as a success factor in economics and business degrees. Journal of College Student Retention: Research, Theory & Practice, 24(3), 758–772.
Drach, I., Petroye, O., Borodiyenko, O., Reheilo, I., Bazeliuk, O., Bazeliuk, N., & Slobodianiuk, O. (2023). The Use of Artificial Intelligence in Higher Education. International Scientific Journal of Universities and Leadership, 15, 66-82. https://doi.org/10.31874/2520-6702-2023-15-66-82
Gao, W., Tsitsiura, K. V., & Romanova, G. M. (2020). Digitalization of education as a current trend in bachelor's professional training in business economics in the People's Republic of China. Innovative Pedagogy, 3(21), 201–204.
Havrilova, L. H., & Topolnik, Y. V. (2017). Digital culture, digital literacy, digital competence as the modern educational phenomena. Information Technologies and Learning Tools, 61(5), 1-14. https://doi.org/10.33407/itlt.v61i5.1744
Kharchenko, I. I., & Semenikhina, O. V. (2024). Culture of professional communication and emotional intelligence: Identifying connections. In Modern educational strategies under the influence of the development of the information society and European integration: Scientific monograph (pp. 526–576). Baltija Publishing. https://doi.org/10.30525/978-9934-26-405-4-27
Kirdan, O. P. (2021). Dr. Ped. Sciences: 13.00.04 [Doctoral dissertation, Uman State University. Pavlo Tychyna USPU].
Kukh, A. M., & Kukh, O. M. (2021). STEM: Worldview and natural science competence. Collection of Scientific Papers of Kamianets-Podilskyi Ivan Ohienko National University. Pedagogical Series, (27), 153–159.
Marshall, E. C., & Underwood, A. (2022). Is economics STEM? Process of (re)classification, requirements, and quantitative rigor. The Journal of Economic Education, 53(3), 250–258.
Oliynyk, O. V., & Oliynyk, A. O. (2016). Peculiarities of bachelor's training in economics and business education in higher educational institutions of the United States. In Modernization of the structure and content of economic education on the basis of the competence approach: Materials of the scientific and methodological seminar of the academic faculty of H. S. Skovoroda Kharkiv National Pedagogical University (pp. 80–92). KhNPU.
Penkova, O. G. (2025). Concepts of STEM education in the training of students of economic specialties. Academic Visions, 40.
Reznikova, N., Ivashchenko, O., & Rubtsova, M. (2020). Global problems as a subject of interdisciplinary studies in the focus of international economic security and sustainable development. Ekonomika ta derzhava, 7, 24–31.
Rudenko, Y., Ahadzhanov-Honsales, K., Ahadzhanova, S., Batalova, A., Diemientiev, Y., & Semenikhina, O. (2024). Interactive boards as digital tools in the modern educational process. In 2024 47th MIPRO ICT and Electronics Convention (MIPRO) (pp. 329–333). IEEE. https://doi.org/10.1109/MIPRO60963.2024.10569393
Rudenko, Y., Naboka, O., Petrenko, S., Ostroha, M., Pronikova, M., & Semenikhina, O. (2022). Using web quests in professional training of student-managers. In 2022 45th International Convention on Information, Communication and Electronic Technology (MIPRO) (pp. 770–775). IEEE. https://doi.org/10.23919/MIPRO55190.2022.9803400
Semenikhina, O., Yurchenko, A., Ostroha, M., & Shamonia, V. (2024). STEAM education and music: A comparative analysis of practices. Education. Innovation. Practices, 12(9), 78–82. https://doi.org/10.31110/2616-650X-vol12i9-012
Seredina, I. A. (2024). Features of professional training of future bachelors in enterprise economics in higher education institutions. Problems of Modern Transformations. Series: Pedagogy and Psychology, (3). https://doi.org/10.54929/2786-9199-2024-3-02-02
Sydoruk, L. M. (2023). Formation of professional competence of future economists in the process of studying mathematical disciplines in institutions of professional pre-higher education (PhD dissertation). Kamianets-Podilskyi Ivan Ohienko National University.
Sydoruk, L. M. (2023). Formation of professional competence of future economists in the process of studying mathematical disciplines in institutions of professional pre-higher education [Qualification scientific work]. Kamianets-Podilskyi Ivan Ohienko National University.
Sysoiev, O. (2021). Training of bachelors in circular economics in the Republic of Poland. Continuing Professional Education: Theory and Practice, (2), 79–85. https://doi.org/10.28925/1609-8595.2021.2.11
Vygodner, I. (2024). Competence approach in teaching the discipline "Economic and mathematical methods and models: Optimization methods and models". Bulletin of the Kherson National Technical University, 3(90), 378–383.
Vyshnevska, M. O. (2024). Subjective-activity approach to the formation of subjectivity of students of economic specialties. In The authors are responsible for the content of publications... [Monograph]. Institute of Pedagogy of the National Academy of Pedagogical Sciences of Ukraine.
Yurchenko, A., Rozumenko, A., Rozumenko, A., Momot, R., & Semenikhina, O. (2023). Cloud technologies in education: The bibliographic review. Informatyka, Automatyka, Pomiary w Gospodarce i Ochronie Środowiska, 13(4), 79–84. https://doi.org/10.35784/iapgos.4421
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Wen Zhang
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
- Authors grant the journal a right of the first publication of the work under a Creative Commons Attribution-NonCommercial 4.0 International License (CC BY-NC 4.0)that allows others freely to use (read, copy and print) submissions, search content and link to published articles, disseminate their full text and use them for any legitimate non-commercial purposes (i.e. educational or scientific) with the mandatory reference to the article’s authors and initial publication in this journal.
- Original published articles cannot be used by users (exept authors) for commercial purposes or distributed by third-party intermediary organizations for a fee.
