INTERNATIONAL EXPERIENCE IN DEVELOPING THE ECONOMIC COMPETENCE OF FUTURE TECHNOLOGY TEACHERS AND ITS ADAPTATION IN UKRAINE

Abstract

Abstract

The article discusses international experience in developing the economic competence of future technology teachers and the potential for adapting this experience to the Ukrainian higher pedagogical education system. The practices of leading countries are analyzed, where economic training for teachers is integrated into professional and interdisciplinary programs, combining theoretical knowledge with practical skills, particularly in the areas of entrepreneurship, financial literacy, and innovative activities.

Special attention is paid to the issues of adapting foreign experience in the development of economic competence to the conditions of Ukrainian education. The analysis covers the specifics of the national higher pedagogical education system, the consideration of state standards, specialized training in pedagogical institutions, and the peculiarities of professional training for future technology teachers. In this context, the necessity of adapting methodologies successfully applied abroad to national realities is emphasized, particularly in terms of resource provision for educational institutions, the level of student preparation, and the specifics of Ukrainian educational policy.

The article highlights a comprehensive approach to integrating economic competence into the preparation of future technology teachers, which includes economic disciplines aimed at forming fundamental theoretical knowledge about economic processes, entrepreneurship, and financial literacy. Active and interactive teaching methods, such as the case method, project-technological activities, business simulations, and role-playing games, play a significant role in this process, stimulating critical thinking and the practical application of knowledge. Furthermore, the development of students' practical skills is supported through participation in project-research activities, creating educational business projects, modeling economic processes, and interacting with real businesses, which contributes to the formation of professional skills and readiness to implement competencies in future pedagogical practice.

The article can be useful to researchers, methodologists, and teachers of higher education pedagogical institutions who are involved in the development and improvement of teacher training programs for technology educators, as well as those interested in implementing a competency-based approach and interdisciplinary integration of knowledge in economic training for educators.