=Paper=
{{Paper
|id=Vol-2861/paper_13
|storemode=property
|title=Entrepreneurship in the Digital Economy Society: Pedagogical Aspects
|pdfUrl=https://ceur-ws.org/Vol-2861/paper_13.pdf
|volume=Vol-2861
|authors=Margarita Shutikova,Alibek Dzakmykhov,Marina Dzamykhova,Olga Ivanova
}}
==Entrepreneurship in the Digital Economy Society: Pedagogical Aspects==
https://ceur-ws.org/Vol-2861/paper_13.pdf
Entrepreneurship in the Digital Economy Society: Pedagogical
Aspects
Margarita Shutikova a, Alibek Dzakmykhov b, Marina Dzamykhovac and Olga Ivanovaс
a
The Academy of Public Administration (ASOU), Moscow, Russia
b
Circassian State University, Karachayevsk, Russia
c
North Caucasus Federal University (NCFU), Stavropol, Russia
Abstract
The priority goal in the General education system is the formation of functional literacy of
students. The ability and willingness to use knowledge, skills and abilities and, if necessary,
find ways to solve problems, become a priority in the process of life. Among the main types
of functional literacy, such as reading, mathematics, science, business literacy occupies a
special place. The formation of students' entrepreneurial literacy includes the following
stages: understanding entrepreneurship, participating in the entrepreneurial process, and
learning to be an entrepreneur.
This requires not only the transfer of knowledge about business and management, but also
the development of new ways of thinking, attitudes, competencies and behavior.
A significant proportion of secondary school students are interested in economic and
entrepreneurial activities.
However, students have very superficial ideas about the essence of business activity, its
organization, material and information support. In particular, this applies to business
activities in a digital society. In this society, information itself becomes a commodity, and the
price of any product is the sum of the price of material and information components.
Moreover, the price of the latter can reach 70-90% of the total cost of the product. A feature
of entrepreneurship in a digital society is the constant use of information and communication
technologies, in particular technologies of the Fourth industrial revolution. These
technologies include an intellectual component and represent a qualitatively new stage in the
development of information and communication technologies. Of course, participation of
students in real business projects is isolated and cannot be transferred to General education. It
does not allow them to master all the subtleties of business activities necessary for the
formation of professional competencies. The creation and use of "virtual" economic
structures that have all the main features of real economic structures in many ways
contributes to the solution of this problem. Such structures can be implemented as a role-
playing game played by a team of students. The goal of this game is to create a "company"
model for creating a specific product or providing popular services. In the process of
implementing virtual business activities, it is possible to use a computer and computer
modeling. The article presents a methodological implementation of the above approach in the
form of a scheme of project activities focused on the creation and development of a specific
"company" that produces selected products.
Keywords 1
Entrepreneurship, digital economy, digital technologies, model, virtuality.
SLET-2020: International Scientific Conference on Innovative Approaches to the Application of Digital Technologies in Education,
November 12-13, 2020, Stavropol, Russia
EMAIL: raisins_7@mail.ru (Margarita Shutikova); dzamyhov63@mail.ru (Alibek Dzakmykhov); sgu.marishka@mail.ru (Marina
Dzamykhova); direradiant@mail.ru (Olga Ivanova)
ORCID: 0000-0003-0463-5890 (Margarita Shutikova); 0000-0002-3791-4266 (Alibek Dzakmykhov); 0000-0003-2019-9486 (Marina
Dzamykhova); 0000-0002-1805-0167 (Olga Ivanova)
©️ 2020 Copyright for this paper by its authors.
Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0).
CEUR Workshop Proceedings (CEUR-WS.org)
124
1. Introduction
Information and communication technologies (ICTs) are the ideological core of modern society.
Meanwhile, the ICT sector itself is very mobile and open to various innovations. Radical changes
have taken place in it in recent years, when a new technological paradigm entered the arena, which
was called the Fourth industrial revolution.
This situation was recorded and discussed at the world economic forum in Davos in 2016 [11],
[13]. The Fourth industrial revolution brought together fundamentally new technologies that,
according to our analysts, will radically change human civilization in the nearest future. The time
frame for the impact of these technologies on social and economic processes is also uncertain.
Nevertheless, today it is already clear that the Fourth technological revolution has a global character
and it can be stated that humanity, as a whole, has moved to a new stage of its technological and
social development [15], [16].
Information and communication technologies are an integral component of economic activity
today. Technologies of the Fourth industrial revolution open up new opportunities for the economic
sphere, but at the same time create new risks. These technologies are qualitatively different from the
already familiar information and communication technologies. To emphasize this new quality, a new
term "digital technologies" is introduced [3], [5]. A common feature of digital technologies of the
Fourth industrial revolution is the presence of an intelligent component. Only with the help of
intelligent technologies it has become possible to process the most important information for the
economy (Big Data).
The development of business activity cannot be carried out without the development of modern
information (and now digital technologies). On the other hand, mastering the basics of
entrepreneurship in a digital society is one of the tasks of modern education. In this regard, there is a
need for a methodological tool that could simultaneously master the basics of entrepreneurship, using
digital technologies.
2. Purpose and objectives of the research
To substantiate and formulate a methodological approach to the formation of knowledge, skills
and competencies of secondary school students related to business activities in society based on
virtual modeling of economic activity; present it as a structure of students' project activities to create a
virtual "firm".
In this case, you must:
- define a methodological approach to the simultaneous development of the basics of
entrepreneurship and the necessary digital technologies for it;
- answer the question: is it appropriate to use virtual economic structures as a methodological tool
for students to learn the basics of entrepreneurship in the society of the digital economy?
3. Literature review
To carry out economic activity in the digital economy society, first of all, ICT competence is
necessary (and today digital competence is also needed). ICT competence (digital competence)
implies not only the development of digital technologies (3D printing, technologies for creating
mental maps, etc.), but also the ability to find and analyze the necessary data, transform it into
information and, based on system analysis, transform it into knowledge (E. V. Mindzayeva, M. I.
Shutikova, etc., [3]). One of the most important competencies necessary for the successful
implementation of economic activities in a digital society is the ability to make decisions in
conditions of uncertainty (K. Schwab, [11]) and others.
Decision-making activities combine different types of activities: analysis, modeling, interpretation,
etc. The decision-making process plays a key role in economic activity in a digital society. At the
same time, we are talking about open systems that function according to the law of nonlinear
125
dynamics (S. D. Karakozov, N. I. Ryzhova, [6]). Such dynamics is closely related to the development
of the phenomenon of "Big data" (B. Schmarzo [8], etc.). This feature of the digital society was one of
the reasons for the emergence of technologies with elements of artificial intelligence (T. S.
Shihnabieva [10], V. I. Serdyukov [9], etc.).
4. Methodology
To carry out economic activity in the digital economy society, first of all, ICT competence is
necessary (and today digital competence is also needed). ICT competence (digital competence)
implies not only the development of digital technologies (3D printing, technologies for creating
mental maps, etc.), but also an ability to find and analyze the necessary data, transform it into
information and, based on system analysis, transform it into knowledge (E. V. Mindzayeva, M. I.
Shutikova, etc. [2]). One of the most important competencies, which is necessary for the successful
implementation of economic activities in a digital society, is the ability to make decisions in
conditions of uncertainty (K. Schwab [11] and others.
Decision - making activities combine different types of activities: analysis, modeling,
interpretation, etc. The decision-making process plays a key role in economic activity in a digital
society. At the same time, we are talking about open systems that function according to the law of
nonlinear dynamics (S. D. Karakozov, N. I. Ryzhova [6], etc.). The appearance of such dynamics is
closely related to the appearance and development of the phenomenon of "Big data" (B. Schmarzo
[8], etc.). This feature of the digital society was one of the reasons for the emergence of technologies
with elements of artificial intelligence (T. S. Shihnabieva [10], V. I. Serdyukov [9], etc.).
5. Results
Currently, elements of economic knowledge are included in the content of various General
education disciplines. However, the effectiveness of this content is not great, since it is not supported
by adequate educational activities.
The proposed methodological approach gets into the context of project activities of students - the
creation and development of virtual "firms", which allows students to go through the entire cycle of
entrepreneurial activity independently [12].
The experience shows that this approach has significant advantages over traditional forms of
education. In particular, a significant disadvantage of such forms is the weak implementation of the
integrative principle inherent in real economic activity. Each educational discipline that students
master contributes to the formation of their professional competencies. However, this does not always
lead to the formation of a unified view of the essence of economic phenomena. In other words, in this
case, it is not possible to demonstrate the principle of emergence, which is fundamental for the theory
of systems - the properties of the whole may not consist of the properties of its constituent parts [1],
[7]. To achieve the desired educational effect, it is necessary to fundamentally change the approach to
learning. This is the goal and serves as a methodological approach aimed at creating a simulation
model "virtual firm" [8], [9].
This approach is based on the assumption that project activities and the full cycle of problem
solving allow you to carry out educational activities that are inherently close to real economic activity.
One of the innovative aspects in the implementation of this model is the technology of additional
reality (AR), which allows you to link a virtual object to any point in space. The use of such
technologies can lead to significant pedagogical effects.
The content of training in the framework of the "Virtual firm" project should be built along three
content lines:
- basics of office management;
- business planning;
- financial activities of the company;
- marketing and advertising.
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In addition to the actual economic component, a significant role is played by the development of
information and digital technologies, without which the activity of a modern economist is
unthinkable. In particular, it is advisable to draw up and implement a business plan using Gantt charts
and their free computer implementation Ganttproject. This program allows you to create visual
business plans and manage project activities. If the business plan needs to take into account the
resource support of the project, you can use the Project Exprert program.
No less important component of the content of the project "Virtual firm" are the tasks. At the same
time, the tasks that economists solve are methodically divided into two components:
- tasks for the calculation;
- tasks that do not require calculations.
In all cases, the solution of problems is carried out according to a certain universal scheme (S. A.
Beshenkov, M. I. Shutikova, etc.) [4]. [14]:
- problem statement in a meaningful way;
- select or create models that refine and specify condition of the task;
- selecting or creating a method for solving the problem;
- select the model presentation form;
- implementation of the chosen method of solving the problem, including using software
environments;
- interpretation of the results obtained and, if necessary, correction of previous stages;
- the use of results in economic activity.
The project "virtual firm" suggests that students will learn the basic economic concepts, learn the
formulas used in the operation of the business and banking transactions; receive certain skills of work
with software of economic activities.
It is necessary to emphasize the following fact. Digital technologies can significantly facilitate the
work of an economist, performing a significant part of the routine work for him. On the one hand,
manual execution of this "routine" is a necessary part of true professionalism. The "Virtual firm"
project focuses on both the development of digital technologies and traditional "routine" content for
the economy and business using simple information technologies.
On the other hand, digital technologies are not only a tool for economic and entrepreneurial
activity – they actually form a new type of economy – the digital economy, where information
becomes the main resource (even now, the cost of goods is 70-80% determined by the digital
component). In this regard, one of the main goals of the virtual firm project is to give students an idea
of the integrated nature of the economic and digital components of modern society.
Table 1
The general structure of the Virtual Company project
Project stage Questions under study Digital resources Knowledge and skills to Concepts in use
be formed
1 2 3 4 5
The choice of Economic knowledge: Graphic and text editors. Acquaintance with the Perception of
an operations Entrepreneurial idea. Scanning software for psychological information,
area, product Creation of the graphic images. characteristics of the forms of
and company logo. [1] Project Expert is perception of color, presentation of
competitive Sales market analysis. a program for developing shape, location of information.
strategy. The Financial plan. business plans and graphic objects. The Goods
company’s Possible problems of evaluating investment ability to develop the differentiation.
public image. the production projects. company style reflecting Company trade
process. a particular activity and mark.
Determining the price promoting its positive Logo.
of goods. image. The ability to Brand block,
Drawing up a financial find the desired company tag
plan. Identification of information. line.
funding sources. Company style.
Choice of a business The essence of
ownership structure. an
Creation of entrepreneurial
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Project stage Questions under study Digital resources Knowledge and skills to Concepts in use
be formed
departments and secret.
distribution of
responsibilities.
Sources of supply and
pricing.
Manufacturing
control.
Accounting.
Cash book and book
of banking operations.
Periodic reports.
Initial and final
balance.
Knowledge and skills
in the field of
information
technology Methods of
presenting graphic
information.
Creation of drawings.
Image editing.
Combination of
graphics and text.
Multimedia
applications.
Organization of Rules for paperwork. Text and image editors. Knowledge of the Document flow.
company Working with Translation software. E- peculiarities in the Forms of the
workflow. templates. mail. Scanning and text wording of official presentation of
Creation of standard recognition software. documents and business
documents. documents of a personal information.
Inserting a picture into nature, generally Organizational
a document. accepted abbreviations and
Installation of of words. The ability to administrative
software. make samples of documents.
Sending documents standard documents. Letterhead.
over a network. Knowledge of the rules Essential details
Digitalization of of business of a document.
documents. communication when Workflow
Automatic translation using methods. Means
of documents into telecommunications. of
other languages using Information security. communication
CAT software. and information
Printing and exchange.
reproduction of Business
documents. correspondence.
Internal and
external
environment of
entrepreneurship.
Advertising the Creation of static and Cloud services (cloud Familiarity with the Human
company, its goods, dynamic images. presentation on Prezi, etc.). ergonomic requirements perception of
services. Viewing a video. Text editors. for placing information information.
Saving an image. Browsers. on screen and paper Advertising.
Creation of documents. The ability Types of
multimedia computer to make comments on a advertising
presentations. video. The ability to (image
Interactive justify the effectiveness advertising,
presentations Giving of the created video in promotional
presentations. Creating terms of goals. Skills in advertising,
multimedia creating hypertext sustainability
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Project stage Questions under study Digital resources Knowledge and skills to Concepts in use
be formed
documents. Web site documents. advertising).
development. Information
support of
product
promotion on the
market.
Advertising
campaign.
Search for
information
according to
specified criteria.
Request for
retrieval from
information
systems. Search
engines.
Planning the Information models. Spreadsheets. Text editors. The ability to present Optimization.
company activities. Formalization of Project Expert Software: information in tabular Criteria for
problem conditions. https://www.expert- form, to make optimality.
Project planning with systems.com/financial/pe/ calculations and analyze Acceptable and
Gantt charts. GanttProject App the results. optimal
The study of solutions. Target
information models by function.
means of spreadsheets. Extrema of the
objective
function.
Gantt chart.
Market analysis. The construction of Smart chart plotting apps Knowledge of the types Demand. The
structures reflecting of business graphics and function of
the movement of the peculiarities of their demand. Offer.
goods and use. The function of
information: graphs, The ability to use market offer. Market
charts, smart charts, analysis methodologies equilibrium.
"Chernoff faces." based on "Chernoff Supply and
faces". demand model.
The ability to analyze Business
information presented as graphics. Smart
a smart chart. charts. Chernoff
faces
Assessment of the Built-in functions of Spreadsheets The ability to assess the Relational tables.
company spreadsheets calculation results and Essential details.
performance. (financial, statistical, draw conclusions about Indicators. Data
mathematical). the company processing
Solving equations, profitability, the best methods.
inequalities, systems option for investing Performance
of equations and capital, financial risk – criteria. Cost
inequalities in Excel from the analysis of price.
spreadsheets. information presented in Performance.
different forms Profitability. Tax
(numerical, graphic, rates. Average
tabular). The ability to values.
justify one's choice. Deviations of
average values.
Interest rates of
banks. Simple
and compound
interest
formulas. Loans.
Correlation.
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Project stage Questions under study Digital resources Knowledge and skills to Concepts in use
be formed
Financial reporting. Creating databases Spreadsheets. Archivers. The ability to create Database. Types
using spreadsheets and tables, queries, generate of databases.
databases. Different reports based thereon. Relational
ways to organize data. Familiarity with the databases. Forms
Database information types of business reports of business
retrieval. Data and the rules for their reports.
archiving. design.
6. Discussion
The main goal of the virtual firm project is to provide a detailed view of economic and information
activities that are linked to it. This integration is typical of modern digital society and the digital
economy. The tool for solving this problem is simulation as a development of the ideas of the
classical contextual approach. It seems to us that this approach is original when applied to the theory
and practice of teaching subjects of the economic and information cycles. World experience shows
that simulation is one of the most popular tools for solving a wide variety of tasks in various fields.
However, this method has not yet fully taken root in education, although it is the competence
approach that opens up a wide field for the application of this method.
7. Conclusion
It was found that the problem of mastering the basics of economic and entrepreneurial activity
together with the development of information and communication technologies (as well as digital
technologies of the Fourth industrial revolution) is relevant in the transition to a digital economy
society.
Specified and updated system of concepts related to entrepreneurial activity in the digital society:
expanded the content of the concept of information as fundamental categories reflecting a wide range
of aspects of reality; information processes in the social, economic, and technical systems that are
converted, stored and transmitted information; on information systems, under which information
processes; about information models that reflect certain aspects of the implementation of information
and economic processes in society, about the properties of information that are important from the
point of view of management in society and technology.
The ways of integrated formation of the foundations of entrepreneurship and digital technologies
in the digital society based on the virtual model of entrepreneurial activity implemented in the course
of the project "Virtual firm" are revealed.
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