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Formation of analytical competence in students of international economics by means of project technologies

Introduction. Against the background of the ongoing adaptation to the changing requirements of the business environment and increased competition in the pandemic environment, the properly formed analytical competence of international economist comes to the fore; at the same time, no research promoting favourable pedagogical conditions necessary for the formation of this competence by means of project technologies has been undertaken. The aim of this study is to test a set of project technologies aimed at shaping the analytical competence in international economics students. Research methods. The empirical basis of the research is represented by the results of long-term observation and the findings of group questioning involving 56 second-to-fifth year students majoring in “World Economy”, “Customs” and “International Tourism Management” at the “International Relations” faculty of Belarusian State University. Additionally, the results of the follow-up analysis and its substantial interpretation addressing the problem of formation of analytical thinking in international economists were taken into account. The Mann-Whitney U test implemented in the STATISTICA 6.0 statistical package was used to establish statistically significant differences between the groups. Results. The main problem in the formation of international economists’ analytical competence was a minor number of practical assignments. The authorly projects “Comparative analysis of competitiveness and investment attractiveness of Finland, Germany, Poland as a success map for Belarus” and “Development of tourist destination on the basis of village Priluki” were developed. At the control stage, statistically significant differences in analytical competence of students of the control and experimental groups were revealed in terms of cognitive knowledge, contextual strategy and targeted activity sub-components (p<0.05). Conclusion. The project technologies developed and realised by the authors in the course of educational activities can be used by universities training international economists and other specialists within the bachelor training courses. The model realisation mechanisms can be used in extensive university practice by teachers concerned about the development of analytical competence.