The origins of the concept of «economic education» in Ukrainian academic discourse in the late 20th and early 21st centuries

Abstract

This article presents a comprehensive analysis of the origins of the concept of 'economic education' in Ukrainian academic discourse from the late 20th to the early 21st century. It traces the evolution of academic approaches to its interpretation in line with changes in socio-economic conditions, developments in pedagogical theory and the modernisation of the education system. It reveals the specific features of changes in the content components of economic education, its aims, objectives and expected outcomes at various stages in the development of Ukrainian political and pedagogical thought. The aim of the study is to provide a scientific justification for the genesis of the concept of 'economic education' in the domestic academic discourse of the late 20th and early 21st centuries, to systematise academic approaches to its understanding, and to develop a comprehensive model of the evolution of this concept in line with socio-economic and educational transformations. Research methods: analysis, synthesis, generalisation, comparative-historical analysis, systematisation of academic sources, the historical-pedagogical method, modelling. Main results: domestic and international academic approaches to understanding economic education have been systematised; the main stages in the evolution of the concept's content have been identified; patterns in the transition from a knowledge-based model of economic education to a competence-based approach have been revealed; a model of the genesis of the concept of 'economic education' has been developed, reflecting changes in its content components, primary objective and expected outcomes in line with social and educational changes. The scientific novelty of the findings lies in the fact that, for the first time, a model has been developed to explain the genesis of the concept of 'economic education' within the domestic academic discourse of the late 20th and early 21st centuries, which reflects the evolution of its substantive components, objectives and outcomes in line with socio-economic and educational transformations; scientific approaches to the interpretation of the concept of 'economic education' have been systematised and changes in its content have been traced. The practical significance of this work lies in the fact that the research findings can be utilised in the development of teaching and learning materials for pedagogy and economic education, in the training of future teachers, in the professional development of academic and teaching staff, as well as in further research into issues of economic education, economic culture and financial literacy.