FEATURES OF TRAINING FUTURE ECONOMIC SPECIALISTS FOR THE APPLICATION OF DIGITAL TECHNOLOGIES IN PROFESSIONAL ACTIVITIES

Анотація

The article examines the features of training future economics specialists for the effective use of digital technologies in professional activities. The relevance of the problem is substantiated, which consists in the growing gap between traditional methods of economic education and the requirements of the digital labor market, which necessitates the need to modernize the content and methods of training economics specialists. The purpose of the article is to scientifically substantiate the features of training future economics specialists for the effective use of digital technologies in professional activities. Five defining features of the educational process aimed at forming the readiness of future economists to use digital tools in professional activities are identified and characterized. First, the training has an integrative and interdisciplinary nature: digital technologies must be included in all professionally oriented disciplines, which ensures the formation of a holistic vision of business processes in the digital environment. Secondly, the priority of practical training is emphasized, which is implemented through project-based learning, case studies, the use of simulators and virtual laboratories, as well as the development of skills in collecting, processing, analyzing and visualizing data. Thirdly, the importance of developing analytical, critical and predictive thinking, necessary for making informed management decisions based on working with data and predictive analytics, is emphasized. The fourth feature concerns the formation of a culture of cybersecurity and information hygiene as an integral part of the professional activity of an economist in the face of growing digital threats. The fifth feature is the orientation towards continuous learning, which involves the development of skills for independent acquisition of knowledge, the use of online educational platforms and the formation of flexibility and adaptability to technological changes. The conclusions emphasize that the effective implementation of the identified features requires updating educational programs, strengthening interdisciplinary ties, the introduction of innovative teaching methods and increasing the digital competence of teachers. Ignoring these requirements will lead to a decrease in the competitiveness of graduates and a limitation of the innovative potential of the national economy.

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