CONTENT, FORMS AND METHODS OF LEARNING THE ACADEMIC DISCIPLINES ON THE CIRCULAR ECONOMY: EXPERIENCE OF UKRAINE
DOI:
https://doi.org/10.28925/2226-3012.2022.11.4Keywords:
academic discipline; circular economy; competence; content of education; forms and methods of educationAbstract
The results of the analysis of the content of educational disciplines for the training of specialists in the circular economy indicate the formation of variable competences of specialists, which depends on the educational level, the specificity of the specialty and the educational discipline. Thus, the analysis shows that the competence system for bachelors integrates a set of interrelated knowledge, abilities and skills for solving professional tasks. The system of competencies for masters also integrates a set of interrelated knowledge and skills for solving professional problems, with an emphasis on the development of practical skills. While the system of competences for doctors of philosophy mainly includes practical skills and the ability to carry out qualified scientific research in the field of economics and implement their results in educational professional activity.
In addition, the educational process at the university is implemented in traditional forms: training sessions, individual tasks, control measures, independent work. Forms of training: face-to-face, collective, group, individual, classroom, outside the classroom. The main types of educational classes are: lectures, practical, seminar classes, laboratory, individual classes and consultations. However, the preference for the teaching format of lectures (100%) and seminar classes (56.6%) indicates a theoretical rather than a practice-oriented training of circular economy specialists in national higher education institutions.
It was concluded that the content, forms and methods of studying circular economy subjects in national higher education institutions are characterized by wide variability and diversity, which depends on the specifics of the educational level, specialty, academic discipline, as well as the potential of higher education institutions. We believe that such variability and diversity of the content, forms and methods of studying academic disciplines allows national higher education institutions to train circular economy specialists capable of solving eco-economic issues in various sectors of the economy.
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