- Artyushenko, Volodymyr (orcid.org/0009-0003-1897-8701) (2026) Pedagogical conditions for the development of entrepreneurial competence in future renewable energy system installation and maintenance technicians Professional Pedagogics, 1 (32). pp. 248-267. ISSN 2707-3092
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Abstract
Relevance Ukraine is currently in an active phase of energy transition, the strategic trajectory of which is determined by European integration commitments under the European Green Deal and national priorities for alternative energy development. Prolonged warfare (ongoing hostilities) and massive strikes on centralized energy infrastructure have rendered this transition imperative (left no alternative to this transition): distributed generation, local energy solutions, and the utilization of alternative energy sources in every community have become a prerequisite for the state's energy resilience, rather than merely a strategic choice. The urgent need for power supply decentralization and the growing demand for alternative energy system installation from households, local communities, small businesses, and enterprises of various ownership forms expand the scope of professional activity of future technicians, which increasingly acquires the features of independent management (independent entrepreneurship) within local energy markets. Such a transformation of professional requirements naturally shifts the approaches to specialist training: entrepreneurial competence is turning from a desirable addition to a vocational qualification into its mandatory, industry-driven (sector-specific) component. Entrepreneurial competence as a component of vocational training is reflected in the current educational programs of vocational education institutions; however, its development is mostly implemented in a generalized format, failing to sufficiently consider the specifics of technical professions in general and the sectoral context of alternative energy in particular: market mechanisms of "green" generation, regulatory features of the energy market, the economics of distributed generation projects, communication with various clients (service consumers), etc. As a result, graduates possess general notions of entrepreneurial activity that do not translate into a readiness to act within the sectoral professional environment. Addressing the outlined educational problem requires the substantiation of pedagogical conditions for developing the entrepreneurial competence of future technicians. Their interconnected implementation in the educational process will ensure its formation as an industry-driven component of vocational training, enabling independent professional activity within the specific realities of alternative energy. Purpose: to theoretically substantiate the pedagogical conditions for developing entrepreneurial competence in future renewable energy system installation and maintenance technicians during their vocational education, and to reveal the nature of the interrelations between these conditions, which forms the basis for their joint implementation in the educational process. Methods: the study of scientific literature (scientific heritage) through analysis and synthesis made it possible to clarify the content of the concept of "pedagogical conditions" in the context of developing the entrepreneurial competence of alternative energy specialists and to identify under-researched aspects of the problem; a systems approach ensured that pedagogical conditions were viewed as an integrated didactic complex within which each condition is functionally linked to the others; methods of generalization and concretization were applied to transition from conceptual propositions to the operational characteristics of the identified conditions; the priority of pedagogical conditions was determined based on the results of expert evaluation and ranking. Results: the content of the concept of "pedagogical conditions for the development of entrepreneurial competence" has been clarified in relation to the sectoral context of alternative energy, which allowed for its specification for alternative energy-related professions; pedagogical conditions oriented toward forming the entrepreneurial competence of future specialists in accordance with the realities of local energy markets and dynamic changes in the specified sector of the economy have been theoretically substantiated; the inter-component relationships between pedagogical conditions have been revealed, which cause their mutual reinforcement in the educational process and determine their simultaneous implementation as a prerequisite for the effective development of entrepreneurial competence in future renewable energy system installation technicians. Conclusion: The theoretically substantiated pedagogical conditions for the development of entrepreneurial competence in future renewable energy system installation and maintenance technicians are based on the understanding of this competence as an industry-driven construct (formation), the content and formation methods of which are determined by the specifics of professional activity in the field of alternative energy. The identified pedagogical conditions encompass the key components of the educational process and, in their entirety, ensure the transition of learners from an introduction to the basics of entrepreneurship to independent entrepreneurial activity in a real industry environment. The substantiated conditions are interdependent: their effectiveness is achieved only through simultaneous implementation, which defines them as an integrated didactic complex rather than a set of independent factors. The results obtained create a foundation for updating educational programs and curriculum documentation (instructional planning documentation) for training renewable energy system installation technicians in vocational education institutions, developing methodological recommendations for teaching staff, and further designing a methodology for developing the entrepreneurial competence of the specified specialists.
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