FORMATION OF YOUTH FINANCIAL LITERACY THROUGH THE IMPLEMENTATION OF STARTUP APPROACHES AND INTERACTIVE TEACHING METHODS
Main Article Content
Abstract
Introduction. Teaching economics, entrepreneurship, and financial literacy in today's world requires a conceptual rethinking of methodological approaches and a shift away from traditional lecture formats in favour of interactive and practice-oriented learning models. This transition is a strategic response to the challenges of the modern economy, where the main competitive advantage is not the amount of accumulated knowledge, but the ability to learn quickly, experiment, make mistakes and adapt. That is why teaching entrepreneurship and financial literacy today is primarily about creating an environment in which students do not just listen to lectures about business, but actually ‘do’ business; do not study financial instruments in the abstract, but manage a virtual or real budget; do not read about start-ups, but create, test and pitch their own ideas. Interactive methods based on gamification, simulations, start-up design and competitive mechanisms allow us to create a learning environment that is as close as possible to the functioning of the market environment. The educational process becomes a space for testing one's own ideas, managing resources, evaluating investment opportunities, analysing the consequences of management decisions and developing responsibility for economic results.
Purpose. The purpose of the article is to justify the effectiveness and systematisation of interactive methods of teaching entrepreneurship and financial literacy to young people.
Results. The theoretical and practical principles of forming youth financial literacy through the integration of startup approaches and interactive teaching methods into the educational process have been studied. It has been determined that the use of project-based learning, business simulations, role-playing and game methods contributes to the formation of financial thinking, entrepreneurial competencies and skills for making economically sound decisions. The features of the use of interactive methods of teaching entrepreneurship and financial literacy in educational institutions of Ukraine have been considered. It has been proven that the interactive learning format increases the level of motivation, financial responsibility and the ability to think innovatively.
Originality. The experience of existing Ukrainian and international initiatives (games, competitions, start-up hackathons, VR/AR simulations) has been summarised, together with the authors' own experience of holding educational events and the results of scientific publications. This has made it possible to compare the effectiveness of interactive methods in the educational environment. The role of cross-sectoral partnerships in shaping a holistic environment for learning and human capital development is substantiated.
Conclusion. Interactive methods, business games, simulations, teamwork, meetings with practitioners, and the opportunity to implement their own projects create an environment in which young people's innovation and creativity develop, their motivation and readiness to start their own business increase. In the process of such activities, young people not only learn the theoretical foundations of entrepreneurship, but also gain experience in making economically sound decisions, managing resources, assessing risks and strategic planning. The use of start-up approaches in education contributes to the formation of entrepreneurial thinking, the development of initiative and responsibility for the results of one's own activities. Teamwork, business environment modelling, and practical testing of ideas create the conditions for increasing the economic independence of young people, career guidance, stimulating the creation of new business initiatives, and, as a result, strengthening entrepreneurship in the country.
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