Development of economic competence among bachelors of technical specializations using game teaching methods

Statement of the problem. The relevance of the study is due to the need to search for effective approaches to the formation of economic competence of non-economic university students, potential resources of game teaching methods for its formation. The purpose of the article is to clarify the concept and structure of economic competence of bachelors in engineering areas of training and to develop a methodology for its formation based on the use of business economic games. The research methodology is based on legal acts in the field of higher education, a competency-based approach, an analysis of scientific publications and educational experience in the field of the formulated problem, practical research methods (questionnaire, survey, expert assessments). Analysis of the main provisions of the competencybased approach (I.A. Zimnyaya, A.V. Khutorskoi, J. Raven, E.F. Zeer, V.A. Adolph, T.S. Teryukova, O.N. Tkacheva, M.G. Sergeeva, O.V. Gritskevich, E.O. Ushakov, O.G. Nazarova) made it possible to clarify the concept and structure of economic competence of bachelors in technical areas of training. The analysis of the work of these scientists led to the conclusion that there is no consensus on the definition of “economic competence”. Research results. The definition of economic competence of bachelors in the technical field of training has been clarified, its structure has been described and the specificity of the motivational component has been characterized. The main provisions are confirmed experimentally. A methodology for constructing a training lesson using game teaching methods is proposed. It contributes to the development of the motivational component in the structure of economic competence of non-economic bachelors. An experimental confirmation of the effectiveness of the developed methodology was conducted during classes in the discipline “Economics”, provided for by the educational curriculum of the main educational program 03.03.02 “Physics”. Conclusion. The formation of the economic competence of non-economic bachelors is significantly affected by the development of their motivation for self-development in the professional sphere, the ability to work in a team, and analyze the economic situation, which is achieved using a special technique for using business economic games in the educational process. Economic competence contributes to the formation of significant professional qualities of a future specialist (initiative, responsibility in decision-making, goal-setting, ability to work in a team) and is fundamental for making competent decisions in the framework of future professional activity.