Alisher A. Toshpulotov

In the context of digital transformation of the economy and increasing complexity of the financial landscape, the development of financial literacy among the population becomes a strategically important task of government policy. Present-day research shows insufficient level of financial competences among a significant portion of Russians. Despite active implementation of financial literacy in educational programs, there is a contradiction between growing requirements for citizens' financial literacy and insufficient theoretical substantiation of pedagogical approaches to its development in the educational process. Aim of the study – theoretical substantiation and systematization of pedagogical approaches to the development of financial literacy in the modern educational process based on the analysis of domestic and foreign experience. The methodological foundation consists of a complex of interrelated approaches: the systemic approach ensures holistic examination of financial literacy as an integral characteristic of an individual; the activity-based approach reveals mechanisms of financial competency development through dynamic cognitive activity; the competency approach determines orientation toward developing the ability to apply knowledge for solving practical tasks. Main results of the article. The concept of financial literacy as an integral characteristic of the individual, including cognitive, activity-based, and motivational-value components, has been clarified. Theoretical approaches to financial literacy development have been systematized: cognitive, activity-based, person-oriented, and sociocultural. A system of pedagogical principles of financial education has been substantiated, including specific and adapted general didactic principles. A theoretical model of financial literacy development with step-by-step implementation has been worked out. Theoretical significance lies in developing scientific understanding of the essence and structure of financial literacy, enriching the theory of financial education with a system of principles and methodological approaches. The practical significance is determined by the possibility of using the results for the improvement of educational programs and the training of pedagogical personnel. Scientific novelty consists in a comprehensive interdisciplinary analysis of pedagogical approaches, the first proposed system of specific principles of financial education, and the development of a step-by-step model for developing financial competences.

The relevance of the research stems from the increasing demand for skilled entrepreneurial talent in the knowledge economy and the ineffectiveness of existing educational programs in meeting this need. In the context of the ongoing transformation of economic systems worldwide, entrepreneurial education has become increasingly important for sustainable development. Current research is characterized by fragmented approaches and lack of unified understanding of entrepreneurial competences structure. The aim of the article is to provide theoretical justification for the system of entrepreneurial competences development in the educational process based on integration of modern pedagogical approaches and entrepreneurial practice. Research methodology includes systemic, activity-based, competency-based, and culturological approaches. The methodological foundation comprises general scientific methods of analysis, synthesis, comparison, as well as special methods of content analysis, conceptual modeling, and structural-functional analysis. The main results include: development of an integrated model of entrepreneurial competences incorporating cognitive, functional, personal, and social blocks; creation of a multi-level competence development model (basic, advanced, expert levels); substantiation of pedagogical principles system (practice-orientation, problem-based learning, individualization); development of a methodological system integrating interactive teaching methods, project-based technologies, and experiential learning. Theoretical significance lies in systematization of entrepreneurial education concepts, development of a comprehensive conceptual model of competency development, and substantiation of methodological foundations for educational process organization. Practical significance is determined by the possibility of using the results to improve educational programs, develop new pedagogical technologies, and enhance the effectiveness of entrepreneurial personnel training in higher and continuing professional education systems. Scientific novelty consists in theoretical substantiation of an integrated approach to entrepreneurial competences development, combining various methodological approaches and considering the specificity of entrepreneurial activity as a complex socio-economic phenomenon.