TECHNOLOGIES OF THE OPEN INFORMATIONAL EDUCATIONAL ENVIRONMENT IN THE DEVELOPMENT OF FUTURE ECONOMISTS’ SELF-EDUCATION COMPETENCE

Abstract

The article is devoted to a review of the problem of developing future economists’ self-education competence within an open informational educational environment.

The purpose of the article is to provide a theoretical substantiation and to identify the main technologies for organising an open informational educational environment as an ecosystem functioning with the aim of developing future economists’ self-education competence.

Methodology. The study employs semantic, content, and categorical analysis of the key concepts of the open informational educational environment and self-education competence of learners; generalisation and systematisation of contemporary pedagogical experience in implementing open educational resources and digital services in the training of future economists; modelling the structure and main components of the educational ecosystem. The methodological basis of the research consists of the systemic, activity-based, and ecosystem approaches to the organisation of professional training for future economists.

Scientific novelty lies in the conceptualisation of the open informational educational environment as an educational ecosystem functioning on the principles of openness, interaction, flexible adaptation to the needs of the participants in the educational process, sustainable development, integrity and systemicity, redundancy of educational content, self-organisation, and capable of ensuring the comprehensive development of the components of students’ self-education competence (motivational and value-based, cognitive, activity-based, and reflexive). The structure of such an ecosystem is defined (actors, informational resources, digital services and tools, communication platforms, educational events and activities); the main digital services, tools, and educational practices contributing to the development of students’ self-education competence are outlined.

Conclusions. The functioning of the open informational educational environment as an ecosystem creates favourable conditions for the purposeful development of future economists’ self-education competence, promotes their readiness for lifelong professional self-development, and facilitates effective activity in the context of the digital transformation of the economy and education.