Keyword: «entrepreneurial competences»

The development of entrepreneurial activity of the population is the key to sustainable economic development of the country in the current socio-economic conditions. One of the significant priorities of the modern Russian state is the development of entrepreneurship among young people. The Russian economy more than ever needs active young professionals with an entrepreneurial mindset, focused on creating their own business, creating new jobs and introducing innovations. The relevance of the study is due to the need to find an answer to the question of what factors can stimulate the development of entrepreneurial activity of students during their studies at the university. The purpose of the article is to analyze the organizational and pedagogical conditions for the formation of university students' readiness for entrepreneurship, which ensure the transition from entrepreneurial intentions to the implementation of entrepreneurial activities. The leading approaches to the study were: systemic, competency-based and environmental approaches. Their application makes it possible to deeply and comprehensively analyze the problems of formation of readiness for entrepreneurship among university students and to systematize the organizational and pedagogical conditions that influence it. The article presents the results of a theoretical analysis of domestic and foreign sources on the problem of stimulating the entrepreneurial activity of students of higher educational institutions, as well as the results of a sociological survey of university students to identify factors that affect their readiness for entrepreneurship. The theoretical significance of the study lies in the fact that its results will supplement and deepen the scientific understanding of the influence of organizational and pedagogical conditions on the formation of students' readiness for entrepreneurship. The practical significance of the study lies in the fact that recommendations based on its results can be implemented in the work of university departments responsible for developing students' entrepreneurial competences and stimulating their entrepreneurial activity and will optimize the activities of higher education institutions in the context of the formation and development university entrepreneurial ecosystem.

In the context of growing global competition, there is an urgent need to train entrepreneurs capable of independent activity. The Third Generation Universities pay serious attention to students’ entrepreneurial competences formation and development regardless of their major. The purpose of the study is to analyze the formation of students’ entrepreneurial competences in the process of career-guidance project development and to find out their attitude towards entrepreneurship. The study is based on the project methodological approach. The research methods applied are theoretical analysis, generalization and systematization of scientific findings of foreign and Russian authors in the field of project work and entrepreneurial competences. The empirical base of the study includes the results of a group career-guidance project-based work of the students of Ryazan State University named after S. A. Yesenin majoring in tourism (43.03.02), as well as overt observation, online survey, reflexive narrative essays. The results of the study confirm students’ significant interest in entrepreneurship and entrepreneurial competences development. The data received show students’ active intention to acquire and develop entrepreneurial competences, readiness for creative work, desire to create real commercial products in order to increase the attractiveness of the university for domestic and foreign students. The scientific novelty of the study lies in the identification of students’ attitude towards entrepreneurial competences while working on career-guidance project and analysis of their entrepreneurial potential. The practical significance lies in the possibility of using the obtained data to develop entrepreneurial competences of students majoring in various fields at the university. In the process of career-guided project development students majoring in tourism acquire entrepreneurial competences, implement their creativity, practice teamwork and time management. As a trend for further research, preparation of projects scientific supervisors is to be scientifically substantiated. Their task is to specify the aims and objectives of the projects, to consult the students leaving it up to them to lead the projects.

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.