Определение и оценка функций педагога-продюсера для подготовки экономистов в современных условиях цифровизации системы образования
Evaluating the functions of the teacher-producer for preparing prospective economists in the modern context of education system digitalization

Summary/Abstract: Introduction. The authors explore the problem of enhancing the communication culture of prospective economists in the context of digital transformation and interaction with artificial intelligence systems. The purpose of the article is to identify the role of the teacher-producer in organizing teacher-student interaction in the system of economic education (secondary school university), as well as to evaluate the functions of pedagogical production necessary to improve the communicative culture of future economists in the era of digitalization. Materials and Methods. The Pareto principle is used as the methodological basis of the study, according to which 20% of teaching resources provide 80% of the obtained educational result. The sociological survey was conducted among students and academic staff of economic faculties at the Financial University under the Government of the Russian Federation, Astrakhan State University, State Social and Humanitarian University (Kolomna) and schoolchildren of specialized classes (gymnasium 19, Omsk). Results. The analysis of empirical data demonstrates the relevance of the role of the teacher-producer in the economic education system in the era of digitalization, as well as the positive attitude of the younger generation towards the prospects for the introduction of artificial intelligence. The functions of pedagogical production are highlighted, taking into account the digital specifics of modern economic education. Using the Pareto principle confirms that mastery of the functions of pedagogical production (information, communication, organizational) in the system of economic education, constituting about 20% of the component composition of pedagogical functions, determine 80% of the educational result in terms of increasing the level of communicative culture of future economists. Conclusions. The authors revealed and described the functions of pedagogical production are highlighted, taking into account the digital specifics of modern economic education.

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