Civic component of university financial, entrepreneurial and innovative education in China: positive experience for adaptation in Ukraine

doi:10.26565/2786-4995-2026-1-19

Svitlana Topalova V.N. Karazin Kharkiv National University https://orcid.org/0000-0002-0453-0418
Zhanna Torianyk V.N. Karazin Kharkiv National University https://orcid.org/0000-0002-8853-7659
Viktoriia Shevchenko V.N. Karazin Kharkiv National University https://orcid.org/0000-0003-0429-1880

DOI: https://doi.org/10.26565/2786-4995-2026-1-19

Keywords: civic and political education, entrepreneurial and innovative education, strategy, systematicity, institution of citizenship, degradation of citizenship, social responsibility, specialist citizen

Abstract

The civic component of university education, including economic, financial, entrepreneurial and innovative education, in the conditions of the general degradation of the citizenship institution, military challenges and the need for post-war reconstruction of the country as a democratic one and on an innovative basis, acquires special relevance for Ukraine. The object of the study is systemic civic education in Chinese universities and the implementation of the civic component in economic, financial, entrepreneurial and innovative education.

Problem statement. The problem lies in the lack of systematic university civic education in Ukraine. Basic civic education is not compulsory for all specialties. The civic component is not integrated into professional educational disciplines. It leads to a utilitarian approach, as a result, students focus only on the economic benefits of future activities, and not on the public benefit.

Unsolved aspects. In Ukraine, all the main aspects are unresolved today. There is no state strategy for the development of civic education, including university education. Universities do not fulfill the mission of educating civic competences at the elitist level in the potential elite. In many university education programs, the disciplines for basic civic education are absent. The civic component is not actually integrated into professional education.

The purpose of the article is to study the Chinese experience of systemic civic education and the integration of the civic component into economic, financial, entrepreneurial and innovative education; determination of opportunities for adapting the Chinese experience in Ukrainian universities in order to educate a responsible citizen-specialist.

Basic material. The article analyzes the content of scientific works of American and European authors who investigate the causes of the degradation of citizenship institution as a result of the destruction of university civic education. The normative framework of civic education in Chinese universities has been studied. The ways of integrating the civic component into economic, financial, entrepreneurial and innovative education have been analyzed. The economic and social effects of the introduction of the civic component into professional economic, financial, entrepreneurial and innovative education in Chinese universities are shown. The possibilities of adapting the Chinese experience for the implementation of systematic civic education in Ukrainian universities, for the integration of the civic component into professional training in the fields of finance, entrepreneurship and innovation have been determined.

Conclusions. The results of the study show that systematic civic education in universities should be implemented in accordance with the state development strategy and realize the goal of educating a specialist-citizen. In Ukraine, it is essential to develop a state strategy for the development of civic education. A separate component of this strategy should be systematic university civic education aimed at forming elite-level civic competences among the potential elite. In addition, the civic component must be integrated into professional training, in particular into economic, financial, entrepreneurial and innovative training. Special attention should be paid to the training of university teachers in order to form particular knowledge and skills regarding the inclusion of the civic component in professional disciplines.

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Author Biographies

Svitlana Topalova, V.N. Karazin Kharkiv National University

Candidate of Political Sciences, Associate Professor, ERI "Karazin Banking Institute"

Zhanna Torianyk , V.N. Karazin Kharkiv National University

Candidate of Economic Sciences, Associate Professor, ERI "Karazin Banking Institute"

Viktoriia Shevchenko , V.N. Karazin Kharkiv National University

Candidate of Philological Sciences, Associate Professor, ERI "Karazin Banking Institute"

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