Pedagogical conditions of future economists' training in anti-crisis business communication

In global economic crisis the problem of future economists' training in anti-crisis business communication is one of the priorities in economic education. However, the task of future economists' training in anti-crisis business communication in the practice of economic education is studied fragmentarily. Therefore, an important task is to identify the conditions for increasing the effectiveness of such training, giving it a systematic and purposeful character. The aim of the research is to describe and test the pedagogical conditions of future economists' training in anti-crisis business communication. The analysis of scientific literature was used to determine the characteristics of the environment of the Faculty of Economics and to define the specifics of future economists' training. The author formulated the following pedagogical conditions: the elements of quasi-professional activity should be introduced from the beginning of training; interactive methods of future economists' training should be applied; blended learning to train future economists should be used. The author conducted the pedagogical experiment to verify the effectiveness of each condition and the complex of conditions. The results show that each condition separately contributes to an increase in the effectiveness of future economists' training in anti-crisis business communication. The highest results were achieved when the complex of pedagogical conditions was used. The pedagogical conditions revealed will increase the efficiency of training economists in times of crisis. The results of the study can be useful for the academic staff that educate both future economists and content lectures that teach subjects that develop anti-crisis communicative competence.