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Перспективы Науки и Образования
Международный электронный научный журнал ISSN 2307-2334 (Онлайн)
Адрес выпуска: https://pnojoumal.wordpress.com/2023-2/23-02/ Дата поступления: 21.11.2022 Дата публикации: 30.04.2023
Л. Т. Эскерханова, Л. Б. Белоглазова, Н. М. Масютина, Т. С. Романишина, Т. Б. Турищева
Повышение конкурентоспособности будущих экономистов для работы в Индустрии 4.0
Введение. В настоящее время, в условиях развития цифровизации и информационных технологий меняется бизнес-среда. Это необходимо учитывать при подготовке студентов-экономистов, чтобы студенты имели высокий уровень профессиональной компетентности и обладали знаниями и навыками, необходимыми для работы в Индустрии 4.0. Учитывая стремительное развитие ИКТ в сфере экономики и образования, необходимо уделять приоритетное внимание развитию у студентов способности ориентироваться в информационных потоках, использовать современные методы обработки данных и навыки программирования.
Цель - разработать рекомендации направленные на создание организационно-педагогических условий повышение конкурентоспособности будущих экономистов для работы в индустрии 4.0.
Материалы и методы. В анкетировании приняло участие 285 студентов - будущих экономистов, обучающихся по специальности «Учет и налогообложение» 5-ти вузов (Чеченского государственного университета им. А.А. Кадырова, Российский университет дружбы народов, Московский авиационный институт, Финансовый университет при Правительстве Российской Федерации, РЭУ им. Г.В. Плеханова. Для оценки значимости различий показателей в выборках студентов 1 и 3 курсов использовали непараметрический критерий х2-Пирсона.
Результаты. Полученные результаты показали, что при характеристике конкурентноспособного специалиста студенты-экономисты 1-го курса отдают приоритет теоретико-методическим знаниям и знанию иностранного языка, в то время как студенты 3-го курса относят к приоритетным характеристикам специалиста высокое владение современными ИКТ. Результаты расчета критерия х2-Пирсона подтвердили статистическую значимость различий по таким характеристикам как владение иностранным языком (х2 = 58,7), владение теоретико-методологическими знаниями (х2 = 46,8), владение современными ИКТ на высоком уровне (х2 = 52,5) при сравнении ответов студентов 1-го и 3-го курсов, которые находятся в зоне значимости, превышая критическое значение (p < 0,001).
Опрос студентов о факторах, способствующих повышению уровня подготовки конкурентоспособных специалистов для работы в Индустрии 4.0 показал, что по сравнению со студентами 1-го курса студенты 3-го курса более заинтересованы во введениеи специальных дополнительных дисциплин, факультативов информатического и профессионального направления. Результаты расчета критерия х2-Пирсона подтвердили статистическую значимость различий в оценке студентами таких факторов, способствующих повышению уровня их ИК, как увеличение аудиторных часов на информатические дисциплины (х2 = 41,9), введение специальных дополнительных дисциплин, факультативов информатического и профессионального направления (х2 = 61,3) при сравнении ответов студентов 1-го и 3-го курсов..
Заключение. Выявленные в исследовании данные позволяют сформировать рекомендации направленные на создание организационно-педагогических условий повышения конкурентоспособности будущих экономистов. В первую очередь необходимо организовать достаточный уровень технического обеспечения преподавателей и студентов, а также привлекать компетентных преаодавателей свободно владеющих основными программами прикладного и профессионального назначения.
Ключевые слова: информационная культура, программное обеспечение, MySQL, Python, образование
Ссылка для цитирования:
Эскерханова Л. Т., Белоглазова Л. Б., Масютина Н. М., Романишина Т. С., Турищева Т. Б. Повышение конкурентоспособности будущих экономистов для работы в Индустрии 4.0 // Перспективы науки и образования. 2023. № 2 (62). С. 158-173. doi: 10.32744^е.2023.2.9
Perspectives of Science & Education
International Scientific Electronic Journal ISSN 2307-2334 (Online)
Available: https://pnojournal.wordpress.com/2023-2/23-02/ Accepted: 21 November 2022 Published: 30 April 2023
L. T. ESKERKHANOVA, L. B. BELOGLAZOVA, N. M. MASYUTINA, T. S. ROMANISHINA, T. B. TURISHCHEVA
Increasing the competitiveness of future economists for work in industry 4.0
Introduction. Currently, in the context of the development of digitalization and information technology, the business environment is changing. This must be taken into account when preparing economics students so that students have a high level of professional competence and possess the knowledge and skills necessary to work in Industry 4.0. Given the rapid development of ICT in the field of economics and education, it is essential to prioritize the development of students' ability to navigate information flows and use modern data processing methods and programming skills..
The aim of the study is to develop recommendations aimed at creating organizational and pedagogical conditions for the increasing the competitiveness of future economists for working in industry 4.0.
Materials and methods. The 285 students took part in the survey - future economists studying in the specialty "Accounting and taxation" of 5 universities (Chechen State University named after Akhmat Abdulkhamidovich Kadyrov, Peoples' Friendship University of Russia, Moscow Aviation Institute, Financial University under the Government of the Russian Federation, Plekhanov Russian University of Economics). To assess the significance of differences in indicators in samples of 1st and 3rd year students, a nonparametric Pearson's chi-squared test was used.
Results. The results obtained showed that when characterizing a competitive specialist, 1st year students in economics give priority to theoretical and methodological knowledge and knowledge of a foreign language, while 3rd year students attribute a competitive specialist and high knowledge of modern ICT to the priority characteristics of a competitive specialist. The results of Pearson's chi-squared test confirmed the statistical significance of differences in such characteristics as foreign language proficiency (x2 = 58.7), theoretical and methodological knowledge proficiency (x2 = 46.8), modern ICT proficiency at a high level (x2 = 52.5) when comparing the answers of 1st and 3rd year students who are in the zone of significance, exceeding the critical value (p < 0.001).
A survey of students on the factors contributing to an increase in the level of training of competitive specialists for work in Industry 4.0 showed that, compared with first-year students, third-year students are more interested in the introduction of special additional disciplines, electives in the information and professional areas. The calculation results of Pearson's chi-squared test confirmed the statistical significance of differences in students' assessment of such factors that contribute to an increase in the level of their IC, such as an increase in classroom hours for computer science disciplines (x2 = 41.9), the introduction of special additional disciplines, electives in the information and professional areas (x2 = 61 ,3) when comparing the answers of 1st and 3rd year students..
Conclusions. The data identified in the study make it possible to formulate recommendations aimed at creating organizational and pedagogical conditions for increasing the competitiveness of future economists. First of all, it is necessary to organize a sufficient level of technical support for teachers and students, as well as to attract competent teachers who are fluent in basic applications and professional software.
Keywords: information culture, software, MySQL, Python, education
For Reference:
Eskerkhanova, L. T., Beloglazova, L. B., Masyutina, N. M., Romanishina, T. S., & Turishcheva, T. B. (2023). Increasing the competitiveness of future economists for work in industry 4.0. Perspektivy nauki i obrazovania - Perspectives of Science and Education, 62 (2), 158-173. doi: 10.32744/pse.2023.2.9
_Introduction
A. Background and Problem Statement
Issues of information (digital) skills and competencies are the subject of attention of several international organizations. Among them is the World Economic Forum, which, since 2016, has been focusing on information competence and related skills and supporting learning strategies in a digital society [1]. EU organizations and institutions, together with the European Research Center (JRS), have announced a strategy for the implementation and support of a series of studies and initiatives called Learning and Skills for the Digital Era [2] aimed at studying the impact of ICT on the learning and teaching process, as well as identifying the indicators (descriptors) that can serve as a benchmark for monitoring and evaluating the digital skills and competencies of a modern person [3]. These studies also aimed to create tools for various categories of specialists to master the skills of using ICT in training and professional activities, considering European and world experience and providing recommendations.
At the present stage of the development of society, the aggravation of the economic situation in Russia, along with the strengthening of international competition [4] and the intensive development of digital technology [5], and the spread of electronic commerce [6; 7], the need to better the provision of an appropriate level of professional training of economic specialists acquires great importance. However, the current practice of training in economic specialties in Russia leads to a paradoxical situation in which the labor market seems to be filled with graduates but their competitiveness is fairly low [8] and cannot meet the needs of society as a whole and its organizational and structural units in particular [9].
We suggest that to achieve the goal of Russian economic education producing competitive specialists, it is necessary to take several important measures for the improvement of this training. These measures, in particular, include ensuring a more comprehensive, personally and socially integrated result of the educational process in the form of a competitive graduate with a high level of professional competence [10]; and the formation of not only an ability to apply modern information and communication technologies (ICTs) in economic education and professional training but also the knowledge and skills necessary to independently participate in the development of ICTs [11]. The use of ICT promotes the development of students' creative potential, communication skills (the social skills of professional communication) [12], and the skills of experimental and research work (embracing non-traditional solutions and expanding the scope of knowledge and skills, performing analytical, planning, accounting, and statistical functions) [9; 13].
Given that scientific and methodological support for professional training does not keep up with the rapid development of ICT [14] in the field of economics and education, we argue that a priority in training future competitive economists should be, among other things, their ability to navigate information flows [15] and use modern data processing methods and skills in programming and the optimization of work with ICT tools.
B. The Need for the Development of ICT Skills in the Training of Future Economists
Various aspects of the problem of informatization in economic education, the
possibility of using modern ICT, digital technologies, and software tools in teaching and professional training of future economists are covered by numerous studies.
In particular, a study by A.A. Belolobova [16] substantiates the expediency of using Internet resources and smart technologies in developing the information competencies of economics students. L.S. Galkina [17] presents models for the intensification of learning in economic education and the features of the use of information systems and technologies in the study of economic disciplines. I.V. Nikolaeva [18] justifies the use of the process approach to assessing the competencies formed during students' independent work with the use of ICT [19]. N.V. Vakhrusheva and I.V. Nikolaeva [20] disclose the problems of preparing future economists for managerial work by means of ICT. J.M. Batalla, E. Rimbau, and E. Serradell [21] outline the features of e-learning in economic and business education.
The ability to use ICT in professional practice is an indispensable feature of modern specialists and an essential condition for their competitiveness [22]. In addition, in support of this thesis, we systematize the understanding of a competitive economic specialist based on research conducted in this field (Table 1).
Table 1
Characteristics of a Modern Competitive Specialist in the Economic Sector in the Aspect of the Development of Information Culture
Source Characteristics of a modern competitive specialist in the economic sector
[23] High level of theoretical training in the specialty; the ability to look for and apply new information in practice; ability to learn quickly; the ability to work on the computer and use application software; communication skills; loyalty to management and employees, etc.
[24] Competence in accounting and planning; business and economic law; communication, business communication; mathematics, mathematical methods in business; economics and financial management; entrepreneurship; IT and information systems in economics; management in various economic areas and international management; marketing.
[25] High adaptability to the new needs of entrepreneurship, the ability to work confidently in emergencies and successfully implement anti-crisis policy, and the ability to use computer technology, modern IT, and software in professional practice.
[26] Ability to work with computers and digital devices in an information-rich environment, organized local network with text and graphic editors, spreadsheets, databases and knowledge bases, and application software.
As suggested in Table 1, in the context of our study, the mastery of application software and the necessary level of knowledge of mathematics and mathematical methods in business affect the competitiveness of a modern specialist in economics.
C. Modern ICT in the Training of Future Economists
Researchers suggest that the following main directions should be used in the training of future economists:
• as a means of supporting the educational process to develop general skills for future professional practice: electronic learning management systems (e.g., Moodle); the use of gadgets for educational purposes in the study of general and economic subjects (multimedia complexes) [27]; tools to support independent and project work (personal desktop and laptop computers, professional software);
• as an object of study for the development of special skills of future economists: for familiarization with the structure, architecture, and special equipment (when studying economic and applied disciplines) [28]; for studying specialized and applied software of professional direction (when studying specialized or additional disciplines).
In the context of our research, the study of ICT allows for the development of future economists' abilities in various types of professional activities, particularly in working with application software.
According to the general approach [29], there are two main groups of software: application software and professional software. The first group includes applications designed and used by a wide range of users for a wide range of information and communication tasks (text and numeric data editors (MS Office), messengers, e-mail). The ability to use application software is the foundation for a specialist, a prerequisite for their competitiveness in the modern labor market [28]. The second group includes applications, the use of which requires the user to have certain professional knowledge (for example, software products for accountants and economists, 1C managers).
The use of professional application software allows for solving highly specialized professional tasks (performing analytics, preparing statistics, developing business plans, reports, performing professional and scientific-economic creative tasks, etc.) [29].
Today's economy increasingly often applies digital solutions, which entails the need for more powerful computing resources. Programming skills for working with big data are currently a competitive advantage, which can turn into a mandatory competence for economists in the near future [30]. Higher education should introduce new innovative technologies to train more qualified economists for Industry 4.0 [31].
In our work, we put forward several research questions:
1. How do economics students assess their knowledge of application and professional software and visual decision analysis tools (with basic programming skills)?
2. What skills should students learn to become more confident and competitive to become successful economists in the emerging era of Industry 4.0?
Methods
A. Research Approach
Our choice of research design was a quantitative study based on examining and describing the findings and comparing them to relevant studies for discussion. The purpose of our chosen approach is to obtain a list of specific results in accordance with the problem and purpose of the study.
Our approach consisted in identifying software products that may be used by economists in their work. For this purpose, we divided the selected programs into three groups (application, professional, and visual decision analysis tools (with basic programming skills)) and compared the degree to which each group of software is integrated into the student environment. When developing the research program, we focused on the tasks most frequently faced by students in economic specialties. The main emphasis was placed on students' information needs [32] (to perform economic calculations, graph a function, analyze data presented in tabular form, etc.) and communication needs [33] - opportunities to maintain various communication channels with clients, employees, and colleagues, opportunities to work together on projects for employees from different offices and departments who perform other production functions (e.g., programmers).
1. Application software refers to universal software used both in personal and professional life (email, social networks, messengers, cloud data storage, the MS Office package).
2. Professional software includes programs for Enterprise Resource Planning (ERP) and Customer Relationship Management (CRM), which include both international (Terrasoft-CRM, DeloPro, MS Dynamics, SAP ERP) and Russian products (1C, Parus, Galaktika-ERP). This software allows the user to manage the enterprise or effectively interact with customers, but without focusing on the possibility of creating or adapting software products to solve specific problems, if this is not provided by the functionality of the program.
3. Visual decision analysis instruments (with basic skills in programming in MySQL and Python), which allows economists to take part in creating databases and to work with software at an advanced level in the field of Business Intelligence, solving complex problems of the company. The modern manager is an executive who is constantly immersed in the field of IT products: online sales, online market analysis, etc. For example, in addition to enabling the analysis of collected data, Python also acts as a means of communication between the manager and the programmers.
B. Research Sample
To determine the features of the development of IC in future economists, we surveyed future economists (specialty "Accounting and Taxation"), 1st-year students (162 people) and 3rd-year students (123 people), 285 people in total, aged 17-22 years old.
The survey of future economists was conducted to determine their overall level of satisfaction with the delivery of information science subjects and to identify the main problems, advantages, and needs of students in the process of developing their IC.
The survey was conducted in January-February 2022 in five universities (Chechen State University named after Akhmat Abdulkhamidovich Kadyrov, Peoples' Friendship University of Russia, Moscow Aviation Institute, Financial University under the Government of the Russian Federation, Plekhanov Russian University of Economics). The choice of these institutions was driven by the consideration of facilitating the research process since the research participants work at these institutions on a full-time basis.
C. Data Collection Method
The applied method of data collection was an anonymous questionnaire. The survey questions were divided into four parts. The students were asked to:
1. characterize a competitive specialist in the economic sector;
2. assess their experience using different software products, both application and professional, and visual decision analysis tools (with basic programming skills; single choice from answer options: fluent; have the necessary skills; do not have the skills but know the name; do not have the skills, never heard of it before);
3. assess their competence in using modern ICT and software and the level of the potential need to use them in professional practice;
4. indicate the factors contributing to their competitiveness as an economist working in Industry 4.0
After the collection of survey data, statistical processing was performed in MS Excel. The results are presented in the figures below.
Statistical data processing was carried out using Statistica 7.0 software. To assess the significance of differences in indicators in samples of students of the 1st and 3rd courses, nonparametric Pearson's test (x2) was used. The calculation of criterion values and confidence intervals was carried out at a given significance level a = 0.05.
Results
A. Characteristics of a Competitive Specialist in the Economic Sector Fig. 1 illustrates the results obtained on the question regarding the characteristics of a competitive specialist in the economic sector, as seen by the respondents.
As illustrated in Fig. 1, 3rd-year economics students attribute to the priority characteristics of a competitive specialist's IC and high proficiency in modern ICTs. In turn, 1st-year students give priority to theoretical and methodological knowledge and knowledge of a foreign language.
75,5
74,2
72,4
11st year I 3rd year
Ability to perform High level of proficiency in Perfect mastery of Understanding of the
professional tasks modern ICT theoretical and patterns of economic
methodological knowledge processes
Knowledge of a foreign language
High social competence
Figure 1 Characteristics of a competitive specialist (the view of economics students), %
The results of Pearson's x2 test calculation confirmed the statistical significance of differences in such characteristics as foreign language proficiency (x2 = 58.7), theoretical and methodological knowledge (x2 = 46.8), and high-level knowledge of modern ICT (x2 = 52.5) when comparing the answers of 1st and 3rd-year students, which are in the zone of significance, exceeding the critical value (p < 0.001).
Several studies [27; 28] have shown that the ability to use modern information and communication technologies (ICT) is a critical factor for the competitiveness of modern specialists, especially in the economic sector. In today's digital age, the ability to use ICT effectively is essential for staying competitive in the job market, as it allows for efficient communication, data analysis, and decision-making [29]. The use of ICT in the economic sector has also led to the emergence of new business models, such as e-commerce, and has enabled businesses to expand their reach and customer base globally. Thus, the development of ICT skills is becoming increasingly important for individuals and organizations seeking to remain competitive in the global economy.
B. Experience with Different Software
The list of software for evaluation was made taking into account the feasibility of its use in the professional activities of future economists.
The survey of 3rd-year students shows that all of them (100%) freely use email services and electronic social networks, the vast majority fluently use instant messengers (93.3%) and the MS Word word processor (96.6%), and a large proportion freely use the MS Excel spreadsheet processor (86.7%) and the MS PowerPoint presentation editor (83.3%). This result is quite predictable since students regularly use these software products to perform different educational assignments and communicate with teachers, as well as for interpersonal interaction.
As for the MS Access database management system and the universal professional accounting system 1C, they are fluently used by more than half of the 3rd year students. Other professional programs, in particular, Parus and Galaktika-ERP, are freely used by 10% and 3.3% of students in the 3rd year, respectively. However, many software products that are popular and demanded on the market are unfamiliar to the surveyed students. In particular, the name Terrasoft-CRM was heard for the first time by 31% of the 3rd-year students, DeloPro was unfamiliar to 36%, MS Dynamics -to 28%, and SAP ERP - to 24%.
The results obtained in the survey of 1st-year students about the use of application software are practically identical to the results of 3rd-year students. Slightly lower is the share of students fluent in the use of MS Excel (73.4%) and MS PowerPoint (75.6%). As for professional software, lst-year students are not yet familiar with the use of these systems, although some have heard of MS Access, 1C, Parus, and Galaktika-ERP (Fig. 2).
120
1D0
BO
eo
40
№
fluent
1 year
■ MS Power Point
■ MS DyrumiCS
have the necessary skills
I ,. ll
o rid
luve tkt iut know name
.1 . I
3 year lyear 3-year 1 year 3 year
■ social networks ■ messengers c cloud data storage ■ MS Word
■ VIS Access ■ ic ■-Galaktika-ERP ■ Parus - DeloPro ■Terrasoft-CRM MySOl ■ Python
Figure 2 Students' Self-Assessment of their Experience with Application and Professional Software
do not häve tli e ikillv, never heard o-f it before
lyear 3year
■ MS Excel
■ SAP ERP
Mastery of basic skills in the MySQL and Python programming languages is reported by very few 3rd-year students (4 and 4.7%, respectively). Nevertheless, most students in the 1st and 3rd years alike have heard about them, so in this sense the difference between the 1st and 3rd years is insignificant. In the progression from the 1st to the 3rd year, knowledge about these tools grows slightly, but the level of proficiency shows no significant change.
Thus, both 1st- and 3rd-year students are familiar with and use the application software even before entering the university. The skills of using these programs (Table 2) can improve minimally, but there are no significant differences in proficiency between 1st- and 3rd-year students.
Table 2
Students' Self-Assessment of their Experience Working with Application and Professional Software and Visual Decision Analysis Solutions (with Basic Programming Skills)
Fluent Have the necessary skills Do not have the skills but know the name Do not have the skills, never heard of it before
1st year 3rd year 1st year 3rd year 1st year 3rd year 1st year 3rd year
Application software E-mail 100 100 - - - - - -
Social networks 100 100 - - - - - -
Messengers 91.2 93.3 8.8 6.7 - - - -
Cloud data storage 57.8 60.5 32.2 39.5 10 - - -
MS Word 93.4 96.6 6.6 3.4 - - - -
MS Excel 73.4 86.7 13 13.3 13.6 - - -
MS PowerPoint 75.6 83.3 12 16.7 12.4 - - -
MS Access 0 54.7 0 35.3 87 10 13 -
Professional software 1C 0 59.4 0 40.6 100 - - -
Galaktika-ERP 0 3.3 0 18.5 46.7 79.2 53.3 -
Parus 0 10 0 10 39.8 90 60.2 -
SAP ERP 0 0 0 0 0 76 100 24
MS Dynamics 0 0 0 0 0 72 100 28
DeloPro 0 0 0 0 0 64 100 36
Terrasoft-CRM 0 0 0 0 0 59 100 31
Programming languages MySQL 0 1 0 4 72.3 91 27.7 4
Python 0 2 0 4.7 69.7 90 30.3 3.3
Regarding professional software, lst-year students are aware of 1C, Parus, and Galaktika-ERP but do not have the skills to use them due to their recent start of training. By the 3rd year, however, students significantly advance their skills in some professional programs, such as 1C, because they are trained in these programs at the university.
Notably, only a small share of 3rd-year students have the basic skills of programming in MySQL and Python. The vast majority have heard of their functional purpose and main purpose in the work of a modern manager, but do not have the programming skills, because the compulsory curriculum at the economic university does not include training in the MySQL and Python programming languages, and the level of proficiency in them is raised only through students' independent work (in additional courses).
Proceeding from the obtained results, improving the competitiveness of future economists requires more than the development of skills in application software [25; 26], The use of professional software by students is limited to basic skills, mainly in 1C and Galaktika-ERP. This level of training, in our view, is inadequate. For students to become competitive economically-oriented specialists in information systems, it is vital to start training them in professional software in their junior years at the university. By the 3rd year, future economists have to reach a deeper understanding of processes at the enterprise and practice various financial and analytical operations, data processing, record keeping, and reporting.
C. Level of Competence in the Use of Modern ICT and Software and the Level of Potential Ability to 'Use them in Professional Practice
In the 3rd year, the overwhelming majority of students see themselves as confident users (87.1%) who can work with different software and easily learn IT disciplines at the university; 9.7% rate themselves as average users who know how to work with individual applications and are more or less successful in computer science disciplines at the institution; 3.2% rank themselves as experts who work fluently with many programs and whose level of knowledge and skills often surpasses those offered at the university. In the 1st year, only 68.2% of students consider themselves confident users, 31.8% view themselves as average users, and no respondents rate themselves as experts.
31,8
9,7
11st year I 3rd year
average user advanced user expert
Figure 3 Students' self-assessment of their level of competence in using modern ICTs
The calculation results of Pearson's x2 criterion confirmed the statistical significance of differences in students' self-assessment of the level of their competence in the use of modern ICT (x2 = 45.2) and its sufficiency for use in professional activities (x2 = 56.4) when comparing the answers of students of the 1st and 3rd years.
We can conclude that the differences in students' self-assessment of competence in the use of modern ICT between the 1st and 3rd year students are statistically significant at the 0.05 level of significance.
The survey of 3rd-year students also shows that 74.2% of the respondents believe their mastery of ICT to be sufficient for professional practice. On the other hand, almost one-fourth of the respondents (25.8%) believe their skills to be insufficient. In the survey of lst-year students, less than half (46.8%) of those surveyed believe their level of mastery of ICT to be enough to use them in professional practice, and more than half (53.2%) consider it insufficient.
90.3% of 3rd-year students and 100% of lst-year students agree that they need to improve their ability to use various software to work in the economic industry.
According to researchers [25], it is important for future economists to not only be able to use application software but also be proficient in the use of professional computer programs, be able to compare different software products, know their characteristics and functionality, and to give tasks to programmers to develop software that will solve the set professional task most optimally and rationally. These abilities are formed in the process of using various software not only in IT disciplines but when studying the profile economic disciplines and performing educational and professional tasks of various types and complexity. Practically, the development of IC of future economists for their effective work in Industry 4.0 should be continuous [20] and carried out throughout the entire period of professional training, and continue further in the framework of self-education.
D. Factors Contributing to a Higher Level of the Readiness of Future Competitive Specialists for Working in Industry 4.0
Among the factors contributing to students' level of training, the respondents note: an increase in class hours for IT disciplines; the introduction of special additional disciplines and electives of the IT and professional direction; ensuring the availability of ICT and the Internet at the university and at home (in the dormitory); increase in time for independent work.
As evidenced by the results on the last question, in contrast to 1st-year students, 3rd-year students are much more interested in special additional disciplines and electives of the IT and professional direction. This finding can be explained by the fact that 3rd-year students, having studied for two years more, think about the use of skills and strive to develop practical skills in the IT sphere.
The results of Pearson's x2 criterion calculation confirmed the statistical significance of differences in students' assessments of such factors that contribute to an increase in the level of their IC as an increase in classroom hours for computer science disciplines (x2 = 41.9) and the introduction of special additional disciplines and electives in the information and professional areas (x2 = 61.3) when comparing the answers of 1st and 3rd-year students.
We can conclude that the differences in students' assessments of the factors contributing to an increase in the level of their ICT skills between the 1st and 3rd year students are statistically significant at the 0.05 level of significance.
Discussion
Our work aimed at studying the means and organizational and pedagogical conditions for the development of students to improve their competitiveness as future economists who will need to work in Industry 4.0. The findings correspond to the purpose of the study and address the set problem.
90,4
11st year I 3rd year
24,5
-18,4
11,3
increase in class hours for IT disciplines
introduction of special ensuring the availability of ensuring the availability of
additional disciplines and ICTs and the Internet in the ICTs and the Internet at
elective courses of the IT university home (in the dormitory) and professional direction
increased time for independent work
Figure 4 Factors contributing to the increase in students' IC
We conclude that the development of future economists' IC is a systematic purposeful process that takes place both when mastering professional software in IT disciplines and when interacting with application software as part of other disciplines.
This conclusion is consistent with the results of the study [27], in which the continuity of this process is attributed to the features of the formation of the IC of economics students, which is ensured due to the fact that the development of the IC occurs not only in the study of computer science but also other disciplines.
In the process of their training, students do acquire the skills of working with professional software but, in our opinion, to a very limited degree. This observation was confirmed in the study [7], which noted that modern economist needs to be fluent in different software, as these skills majorly increase an applicant's competitiveness in the labor market.
Studies confirm [23; 26] that there is a need to expand by adding visual decision analysis tools (with basic skills of programming in MySQL and Python) since specialists with these skills, according to [4], are in high demand in the economic sphere among employers. Rather high awareness of students about these tools already in the 1st year of study allows us to conclude that students are interested in this sphere, which is confirmed in [9], but the lack of organizational and pedagogical conditions in the examined universities does not allow students to move on to the study of visual analysis tools.
Recommendations
The conducted research gives reason to recommend the following organizational and pedagogical conditions for the development of future economists:
• sufficient technical equipment (accessibility of modern PCs, multimedia complexes, broadband Internet access, and licensed application and professional software to teachers and students for use for educational and professional purposes);
• attraction teachers who can teach students how to work with visual decision analysis tools. In particular, teachers need to be fluent in basic applications and professional software. At the same time, it is reasonable to combine the use of applications and professional software with visual tools for decision analysis. The training program should focus on training assignments with different types of programs, motivating students to self-development and sustainable improvement of their skills with MySQL and Python.
• introduction of ICT at different stages of the educational process of future specialists. The effectiveness of ICT mastery increases significantly when ICTs become an organic part of the educational process and are used everywhere (from the explanation of the material to its independent study, demonstration of learning achievements, and further self-education), rather than being a separate object of study within IT disciplines (although this is undoubtedly important);
• teaching how to use professional software and visual decision analysis tools (with basic programming skills from the 1st year of university studies; this is achieved mainly by virtue of the formation of basic skills within IT disciplines (if necessary - increasing the number of hours for their study); organization of classroom work using ICT to perform academic tasks; development of tasks requiring the use of ICT for students' extracurricular and independent work);
• introduction of a system of measures at the level of the university or its structural subdivision to encourage participants in the educational process to improve their knowledge of different software (allocation of hours for teachers to master specialized software, prepare online courses, etc.; competitions and olympiads for students; organization of specialized master classes, trainings, courses, programs aimed at deepening knowledge, skills, and abilities to work with professional software for both students and teachers).
The obtained results may be used in the development of programs for training modern economists. Furthermore, the findings can be utilized in the creation of optimal conditions for this training together with the systematic research and practical work on the use of application and professional software and visual decision analysis tools (with basic MySQL and Python programming skills). For example, by learning the Python programming language, the economist gets access to the most accurate data and the ability to analyze them quickly, which allows for making decisions in a more balanced and timely manner [22]. In addition, knowledge of a programming language is indispensable when researching dynamically changing markets or providing consulting services, for example. Ultimately, this will result in the formation of a competitive economist demanded in today's labor market.
Further research should be aimed at developing a model and methodological foundations for the development of future economists' IC.
Limitations
Although this study yielded meaningful results with respect to the quantitative evidence base concerning the understanding of the need for specific training of economics students for work in Industry 4.0, it has certain limitations.
The number of survey participants is not representative enough to conclude the level of preparation of Russian university students in general. Nevertheless, we believe that the conducted pilot study reflects the essence of the problem and reveals students' attitudes to and satisfaction with the process of their preparation for work in Industry 4.0. In the future we plan, among other things, to expand the sample of respondents (to increase the total number of participants and other specialties in the economic profile).
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Информация об авторах Эскерханова Луиза Тагировна
(Россия, Грозный) Доцент, кандидат экономических наук Чеченский государственный университет имени А. А. Кадырова E-mail: luizat.eskerkhanova@gmail.com ORCID ID: 0000-0002-3697-7804
Information about the authors
Luiza T. Eskerkhanova
(Russia, Grozny) Associate Professor, PhD in Economics Dr. Sci. (Economics) Chechen State University E-mail: luizat.eskerkhanova@gmail.com ORCID ID: 0000-0002-3697-7804
Доцент, кандидат педагогических наук Российский университет дружбы народов
Белоглазова Лилия Борисовна
E-mail: beloglazova.liliya@bk.ru ORCID ID: 0000-0003-0713-0417
(Россия, Москва)
Liliya B. Beloglazova
(Russia, Moscow) Associate Professor, Cand. Sci. (Educ.) Peoples' Friendship University of Russia E-mail: beloglazova.liliya@bk.ru ORCID ID: 0000-0003-0713-0417
Масютина Наталья Михайловна
(Россия, Москва) Старший преподаватель Московский авиационный институт E-mail: masyutina-nataly@mail.ru ORCID ID: 0000-0003-1343-453X
Natalia M. Masyutina
(Russia, Moscow) Senior Lecturer Moscow Aviation Institute E-mail: masyutina-nataly@mail.ru ORCID ID: 0000-0003-1343-453X
Романишина Татьяна Сергеевна
(Россия, Москва) Доцент, доктор экономических наук Финансовый университет при Правительстве Российской Федерации E-mail: romanishina.t.s@yandex.ru ORCID ID: 0000-0001-7999-1844
Tatiana S. Romanishina
(Russia, Moscow) Associate Professor, Dr. Sci. (Economics) Financial University under the Government of the Russian Federation E-mail: romanishina.t.s@yandex.ru ORCID ID: 0000-0001-7999-1844
Турищева Татьяна Борисовна
(Россия, Москва) Доцент, кандидат экономических наук Российский экономический университет имени Г.В. Плеханова E-mail: turishcheva.tatiana@mail.ru ORCID ID: 0000-0003-0502-5912
Tatyana B. Turishcheva
(Russia, Moscow) Associate Professor, Cand. Sci. (Economics) Plekhanov Russian University of Economics E-mail: turishcheva.tatiana@mail.ru ORCID ID: 0000-0003-0502-5912
