SCIENTIFIC AND PRACTICAL PEDAGOGICAL FOUNDATIONS FOR DEVELOPING ENTREPRENEURIAL SKILLS AMONG STUDENTS IN SECONDARY SPECIALIZED VOCATIONAL EDUCATION

Abstract

This article examines the scientific and practical pedagogical foundations for developing entrepreneurial skills among students in secondary specialized vocational education. It argues that entrepreneurship education is most effective when theoretical knowledge is systematically connected with practical activity, real-world problem solving, and workplace experience. The discussion draws on constructivist, experiential, sociocultural, contextual, and competency-based approaches to explain how students can build entrepreneurial knowledge through active participation. Particular attention is given to project-based learning, mentor-apprentice interaction, industry partnerships, dual education, entrepreneurship centers, mini-startup activities, design thinking, teamwork, leadership, risk management, and iterative product development. The article also considers how vocational institutions can create supportive learning environments that connect professional preparation with innovation and business practice. A practice-oriented framework is proposed in which students identify opportunities, develop business models, test ideas, receive feedback, and refine solutions in collaboration with teachers, peers, and industry mentors. The paper concludes that integrating entrepreneurial competence with vocational specialization can strengthen graduates’ adaptability, initiative, employability, and capacity to contribute to innovation and sustainable economic development. Assessment should therefore emphasize observable competencies, practical outcomes, reflective learning, and students’ ability to apply entrepreneurial thinking in uncertain professional contexts.