UDC 374.7:004.9]:330.131.7-054.72
DOI: https://doi.org/10.59694/ped_sciences.2026.22.020
DIGITAL RESOURCES AS A MEANS OF DEVELOPING ENTREPRENEURIAL COMPETENCE OF INTERNALLY DISPLACED PERSONS IN NON-FORMAL EDUCATION
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BANIT Olga Vasylivna
Doctor of Pedagogical Sciences, Senior Researcher, Professor of the Management Department, Kyiv National Economic University named after Vadym Hetman, Chief Scientific Worker of the Andragogy Department of Ivan Zyazyun Institute of Pedagogical and Adult Education NAES of Ukraine.
ORCID іD: https://orcid.org/0000-0001-9002-6439
SVIDERSKYI Ihor Volodymyrovych
PhD Student (Third Level of Higher Education), Ivan Ziaziun Institute of Pedagogical and Adult Education, National Academy of Educational Sciences of Ukraine.
ORCID іD: https://orcid.org/0009-0004-3509-5510
Abstract:
The article examines the peculiarities of developing entrepreneurial competence among internally displaced persons (IDPs) within the non-formal education system. The author argues that, unlike traditional systems, adult learning in the context of displacement must be based on the principles of flexibility, subject autonomy, and practical relevance. Particular attention is paid to digital education as a safe environment for testing business decisions, thereby minimizing risks associated with real assets during the process of adapting to new economic conditions.
Entrepreneurial competence of IDPs is defined as an integrative quality of personality that combines cognitive, activity-based, and personal-reflective components. It is emphasized that the successful realization of business ideas in a dynamic market environment is possible only through the synergy of knowledge of business processes, practical skills in conducting activities, and the individual’s psychological readiness to take responsibility. This approach enables transforming the educational process into an effective tool for restoring the economic agency of displaced persons.
The role of digital tools in the learning process is analyzed, specifically state ecosystems («Diia.Education», «Diia.Business»), massive open online courses (Prometheus, Coursera), and specialized services. The work systematizes key resources that provide a full training cycle: from diagnosing entrepreneurial skills according to the EntreComp standard to mastering methodologies for fundraising, startup management, and market segmentation. Special attention is devoted to microlearning and blended learning methodologies as the most adaptive forms for individuals under stress. The author shows that short educational modules help avoid cognitive overload, while combining independent work on LMS platforms with remote expert support ensures deeper integration of theory into practice without disrupting everyday social adaptation.
The concept of mobile learning (m-learning) is considered as a factor of educational inclusivity for mobile populations. The use of smartphones and mobile applications allows IDPs to overcome territorial barriers and accumulate human capital regardless of their physical location. This creates conditions for continuous access to knowledge even amidst frequent relocations or the absence of stationary computer equipment. The significance of game simulations and interactive business games in training future entrepreneurs is highlighted. Using the "Ukrainian Digital Bootcamp" project as an example, this paper shows how decomposing complex management tasks into sequential game stages fosters strategic thinking. Game models enable IDPs to safely test monetization models and business process optimization in high-market-uncertainty conditions.
The study explores the digitalization of legal services and the removal of administrative barriers when registering a micro-business. As of 2026, the remote services of the "Diia" ecosystem and digital legal knowledge bases (WikiLegalAid, legal chatbots) allow IDPs to legalize their activities without being tied to a specific place of registration. This significantly reduces transaction costs and forms the necessary cognitive basis for overcoming regulatory obstacles during wartime.
The conclusions emphasize that despite the high efficiency of existing online tools, the main challenges remain information fragmentation and the digital divide. The development of a «digital navigator» – an interactive roadmap that integrates educational, legal, and financial resources into a single system – is identified as a promising future direction. Such an approach will provide continuous support for IDPs from the self-diagnosis stage to the scaling of their own micro-businesses.
Keywords: non-formal education; digital resources; IDPs; entrepreneurial competence.
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