Methodology for the Development and Use of Training Simulators in Higher Education Institution of Economics

Purpose. The purpose of this article is to develop a methodological framework for the creation and use of training simulators new teaching tools actively used in higher education institution of economics. The relevance of this study lies in the need to improve the quality of professional training for future economists in the context of the implementation of a competency-based approach, the digitalization of teaching methods, and the use of real economic data.
Research materials and methods. To achieve this objective, a systems approach was used to analyze the pedagogical category of “Training simulator”. The study relies on a system of complementary methods: qualitative and quantitative. Specifically, a theoretical approach was employed, including an analysis of regulatory and methodological documents for higher economic education, teaching materials on the use of digital technologies, and training simulators already in use for training future economists. An empirical (practical) method was employed: a survey of practicing lecturers and students in the undergraduate economics program, followed by preliminary processing of the obtained results. The methodological basis of the study was based on works on the theory of digital and pedagogical technologies by Russian and foreign authors, as well as comparative analysis techniques for the methodological characteristics of training simulators.
Results. The study established a basic set of characteristics of training simulators, including “Interactivity”, “Simulation”, “Feedback”, “Repeatability”, and “Gradual complexity”. These characteristics are used in most pedagogical studies to describe the methodological and research potential of training simulators. A summary of pedagogical experience allowed us to present an expanded set of characteristics of the training simulator as a pedagogical object, which are relevant for the development of methods for the elaboration and use of training simulators in higher education institutions.
New characteristics of training simulators during the research process include “Modularity”, “Visualization and clarity”, “Adaptability”, “Motivation”, and “Intellectual student support”, utilizing the capabilities of artificial intelligence technologies. Particular attention is paid to revealing the pedagogical significance of characteristics of training simulators not included in the set of basic characteristics, with an emphasis on classical didactic principles used in higher institution of economics. Attitude toward training simulators in the teaching of mathematical disciplines in higher institution of economics are clarified. The obtained results of assessing the usefulness of training simulators by subgroups of respondents, as well as assessing the readiness and need for using training simulators in the teaching of mathematical disciplines in higher institution of economics, allow us to determine optimal didactic conditions.
Conclusion. The components of the methodology for developing and using training simulators presented in the article (basic and extended sets of characteristics of the training simulator; specific attitude toward training simulators; assessments of readiness and need for using training simulators; assessments of the usefulness of training simulators; and assessments of perceptions of the risks of using training simulators by various subgroups of respondents, etc.) contribute to unlocking the didactic potential of training simulators as a teaching tool. The article’s material opens new avenues for improving the application of both existing training simulators and the creation of new training simulators in line with the professional training goals of future economists and modern advances in pedagogical science.

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