MODEL OF FORMING ENTREPRENEURIAL THINKING AMONG SENIOR HIGH SCHOOL STUDENTS: THEORETICAL-CONCEPTUAL AND PEDAGOGICAL STRUCTURE

Abstract

The study addresses the issue of forming entrepreneurial thinking among senior high school students in the context of the modernization of general secondary education. Special attention is paid to its close relationship with students' social activity, which is considered a key resource for the development of initiative, responsibility, independence, and readiness for transformative activity. The aim of the study is to substantiate theoretically and to develop a structural-functional model of forming entrepreneurial thinking among senior high school students that reveals its components, pedagogical conditions, and assessment criteria.

The scientific significance of the work lies in extending pedagogical knowledge about the patterns of forming entrepreneurial thinking at senior school age; its practical significance lies in applying the model to the design of entrepreneurial training programmes. The research methods included theoretical analysis of domestic and foreign sources, comparative analysis of existing pedagogical models, generalization of the practical experience of educational programmes, and conceptual modeling of the structure of entrepreneurial thinking with its motivational-value, cognitive, activity-based, and reflective components. The analysis reveals patterns in the formation of entrepreneurial thinking, including the influence of value orientations and project-based activity. Key components of the model are identified; initiative, diligence, and responsibility are substantiated as operationalized indicators with the levels of their formation (low, acceptable, optimal).

The scientific novelty of the study lies in the development of a structural-functional model of entrepreneurial thinking that integrates cognitive, motivational-value, activity-based, and reflective components and substantiates their pedagogical significance. The value of the study is that social activity is treated not as an external background but as a system-forming mechanism of entrepreneurial thinking. The developed model can be used in educational institutions to design entrepreneurial training programmes, to organize project-based activities that develop initiative, responsibility, and independence, and to diagnose the level of formation of entrepreneurial thinking.