Published in: Teaching Guidelines for Digital Entrepreneurship (2021), ed. by Kateryna Kraus (Borys Grinchenko Kyiv University, Ukraine)) Nataliia Kraus (Borys Grinchenko Kyiv University, Ukraine) Olena Shtepa (Borys Grinchenko Kyiv University, Ukraine). ISBN 978-83-959463-6-3
Cited as: Kraus, Kateryna, Nataliia Kraus, and Olena Shtepa. “Teaching Guidelines for Digital Entrepreneurship.” (2021).
Digital Entrepreneurship, education, teaching
The development of digital infrastructure and digital entrepreneurship is a problem of harmonizing initiatives and programs of the evolution of three levels: telecommunication infrastructure, data management, services and digital skills and competencies. Focus and resources at one level or another are determined by the priorities of digital ecosystem. Thus, digital regulator is a tool for harmonization and development of digital ecosystem. Digital entrepreneurship operates with entities similar to traditional entrepreneurship, such as capital, resources, people. The driving force of digital entrepreneurship is human capital – that is, knowledge, talents, skills, abilities, competencies, experience, intelligence of people. The rapid spread of digital technologies makes digital skills of citizens key among other skills. Digitalization and cross-platformisation are currently the main trends in labor market. In other words, the ability to work with digital technologies delivered by Industry 4.0 is gradually becoming permanent and necessary for most specializations, i.e. end-to-end or cross-platform. The uniqueness of digital competencies lies in the fact that thanks to them citizens can more effectively acquire competencies in many other areas (for example, learning languages, subjects, professions, etc.). The goal pursued in the course of teaching digital entrepreneurship is revealed through the implementation of the following issues: • What to teach? (answer – new digital competencies and skills); • Why to teach? (answer – to modernise content); • How to teach? (answer – effectively use of digital technology); • Where to teach? (answer – in a new space, a new augmented reality); • Who should teach? (answer – teachers-coaches, mentors, teachers-practitioners in digital entrepreneurship); • What is the result? (answer – high value of the graduates in the labor market, specialists with high quality competencies and skills in digital entrepreneurship). Using of methodological recommendations in the course of education of students on the peculiarities of the content of teaching digital entrepreneurship allows the teacher: to master new methods, techniques, technologies of digital learning in new virtual reality; to acquire digital business competencies in alignment with Industry 4.0 and highly specialized business level. This should be done in order to train professionals who have the required quality, the required business of the 21st century, the level of digital skills and abilities that effectively and safely use digital technology to solve business problems. For these reasons, it is important to use the latest methods in the field of education to increase the level of competence in digital entrepreneurship, namely teachers of economics and business, its compliance with approved European standards, which is what these guidelines for teaching digital entrepreneurship.