Abstract:

The article emphasizes that the effective training of future trade bachelors who meet the modern requirements of the educational and professional environment is possible only if a comprehensive and well-structured system of economic education is established. A key aspect of this process is the targeted development of students’ economic competence, which includes not only the acquisition of theoretical knowledge but also the development of practical skills and professional abilities necessary for successful work in the trade sector.

It is highlighted that modern higher education institutions must play a key role in fostering students’ positive motivation to attain a certain level of economic literacy. This involves cultivating economic culture, flexible economic thinking, and a set of personal qualities that hold economic significance in professional activities.

The article analyzes scientific approaches to defining the essence of the concept of "economic competence" in modern research. Based on this analysis, economic competence of a future trade bachelor is defined as an integrative characteristic founded on economic knowledge, skills, practical abilities, and acquired experience. It contributes to the development of economic culture, the formation of systematic economic thinking, the establishment of professionally significant personal qualities, and directly influences the overall and professional competence of a specialist.

It has been established that the development of economic competence in the educational environment of a higher education institution is ensured by the following factors: motivation (interest, readiness, and ability to study economic disciplines), activity (the ability to apply economic knowledge and skills in the professional sphere), and reflection (analysis and problem-solving in challenging situations).

The formation of economic competence in future educators within a higher education institution requires the continuous development of cognitive motivation, the creation of successoriented situations by stimulating students’ creative activity, enrichment of educational content with economically relevant knowledge, the implementation of interactive teaching methods, the application of a collaborative approach, the use of practical training opportunities to analyze the economic activities of educational institutions, the provision of individualized learning trajectories, and the involvement of stakeholders in the educational process.

Keywords: economic competence, future trade bachelors, formation factors, higher education institution.

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