DEVELOPMENT OF TEACHERS’ ECONOMIC KNOWLEDGE IN THE SYSTEM OF LIFELONG EDUCATION: CHALLENGES OF THE 21ST CENTURY
DOI:
https://doi.org/10.58407/visnik.253143Keywords:
economic knowledge, teacher, lifelong education, professional development, 21st - century challenges, economic competence, economic cultureAbstract
The article considers the urgent problem of developing teachers’ economic knowledge in the system of lifelong education in the context of 21st-century challenges. The necessity of constantly updating and deepening teachers’ economic competence is substantiated to ensure the formation of students’ economic culture, their readiness for life in a market economy and their adaptability to the demands of modern society. The article analyses current approaches to enhancing teachers’ economic knowledge, including professional development courses, distance learning opportunities, the role of professional communities, self-education, internships, and integration of economic aspects into methodological training.
Purpose of the article. To identify key challenges of the 21st century affecting the development of teachers’ economic knowledge and to analyze modern approaches and prospects for improving this process within the system of lifelong education.
Methodology. The study is based on a comprehensive approach that includes the analysis of fundamental and applied scientific literature in pedagogy, economics, and lifelong education theory, as well as critical evaluation of educational regulatory documents and generalization of advanced pedagogical experience in developing teachers’ economic competence.
Scientific novelty. The novelty of the study lies in the systematization of key global challenges (digitalization, global competition, financial instability, ecological threats) that determine the growing need for quality economic knowledge among teachers. For the first time, comprehensive ways to optimize this process within the framework of lifelong education are substantiated, considering current educational trends.
Conclusions. The study highlights the strategic importance of lifelong economic education for teachers as a condition for delivering high-quality economic education to students. Proposed directions for improvement include flexible, individualized learning paths, digital tools, practice-oriented methods, and the development of national standards for teachers’ economic competence.
