Business-pedagogical directions for forming entrepreneurial skills in students

This article examines the theoretical and practical foundations of forming entrepreneurial skills in students within the framework of general secondary and vocational education. Amid the structural transformation of Uzbekistan’s economy, the expansion of the private sector, and the state’s strategic course toward accelerating youth entrepreneurship, general education institutions face the urgent task of systematically preparing learners for independent economic activity. The study substantiates a structural-content model comprising five interrelated business-pedagogical directions — cognitive-economic, practical-project, motivational-personal, communicative-social, and reflective-evaluative — through which entrepreneurial skills are formed in an integrated manner. The theoretical framework draws on the European Entrepreneurship Competence Framework (EntreComp), the theory of experiential learning, and achievement motivation theory. The effectiveness of the proposed model was verified through a pedagogical experiment comparing control and experimental groups of students. The results demonstrate a marked increase in the share of students with a high level of entrepreneurial skills formation in the experimental group, confirming the practical value of the proposed business-pedagogical directions.