Role-based information modeling as a pedagogical strategy for the development of entrepreneurial competencies of university students

Problem statement . The relevance of the formation and development of entrepreneurial competencies among university students is due to the fact that entrepreneurship plays a key role in the economic and social development of society. Entrepreneurship creates a competitive environment that ultimately improves people’s living standards. At the same time, technological entrepreneurship is of particular importance, based on knowledge and the ability to use the latest scientific achievements and new information technologies. Numerous scientific studies examine both definitions of entrepreneurial competencies and approaches to their formation among students of different universities and different fields of study. Methodology . Proposed a methodology for the formation of entrepreneurial competencies among students of IT fields of study, while focusing on the formation of those qualities that, in the opinion of the authors, are most important for technological entrepreneurship. The pedagogical strategy of rolebased information modeling, which has been used for many years by one of the authors for the effective formation of ICT competencies, is considered in the context of the formation of entrepreneurial competencies of higher school students. Results . The results of the analysis of a survey of students of the Faculty of Computer Technology and Applied Mathematics of Kuban State University on the attitude to the problem of formation of entrepreneurial competencies are presented. Examples of developed role-based information models and specific roles in which students form and/or develop qualities important to entrepreneurs are given. Conclusion . The pedagogical strategy of role-based information modeling makes it possible to effectively form a number of qualities necessary for future entrepreneurs, therefore, it is advisable to expand the range of role-based information models and improve their didactic support.