Project-Analytical Learning as a Pedagogical Condition for Developing the Digital Competence of Future Masters in Economics

Vollständiger Abstract

Worum geht es in dieser Arbeit?

The purpose of the study is to theoretically substantiate project-analytical learning as a pedagogical condition for developing the digital competence of future masters in economics and to design a structural and content model for its implementation in the educational process. The object of the study is the professional training of future masters in economics at higher education institutions. The subject covers the content, organisational mechanisms, methods and tools of project-analytical learning aimed at developing students' ability to use digital technologies safely, critically and effectively for solving complex economic tasks. The digital competence of a future master in economics is clarified as an integrated professional quality combining information-analytical, instrumental-technological, communication-project, security-ethical and reflective-adaptive components. It is substantiated that its development becomes more effective under the conditions of professional contextualisation of learning tasks, phased implementation of team economic projects, the use of real or realistically simulated datasets, regular formative assessment and reflection. A model of project-analytical learning is proposed, comprising target, content, procedural, instrumental, and assessment-result components. The implementation stages include diagnostic-motivational, design, analytical-productive, and reflective-presentation stages. Criteria for assessing digital competence development are systematised. They make it possible to evaluate not only the mastery of individual software tools but also the student's ability to select appropriate instruments, verify data quality, substantiate economic conclusions, organise digital collaboration and comply with security and academic integrity requirements. The practical significance of the results lies in the possibility of applying the proposed model when updating educational components of master's programmes in economics, organising interdisciplinary projects, practical training and preparing qualification papers.