The formation of entrepreneurial thinking in future educators in the context of their continuous professional development

Abstract

This article explores entrepreneurial thinking as a key area of continuous professional development for teachers. Both concepts are linked by the need for self-actualization and the shared goal of adapting to challenges in education and enhancing its competitiveness. As teaching becomes more complex due to evolving educational trends, the integration of entrepreneurial thinking is essential. The study aims to identify pedagogical tools that foster the joint development of entrepreneurial and professional competencies in future teachers within a university environment. Methods such as self-actualization diagnostics, formative learning, and observation were used to improve the content of the elective course “Entrepreneurship in Education” and its support program. The resulting tools are interdisciplinary and enhance innovation, proactivity, reflexivity, and creativity. They also promote metacognitive abilities that help future teachers broaden their professional roles and attract new resources. The findings contribute to the development of entrepreneurial pedagogy, addressing a gap in current professional training. They also have practical implications for shaping the philosophy and policies of entrepreneurial universities, strengthening their academic autonomy and role in regional socio-economic development.