Abstract:

It is known that students are not all the same, they do not perceive information identically and do not use the same way of solving a task. I believe that each teacher must find the most useful tools for him and his/her students, use them and constantly adapt them, which in turn ensure better communication, better understanding of information and a degree of applicability when they are put in practice.

From these considerations, but also many others, we have built a classification of didactic principles according to various particularities in relation to the current requirements of the labor market in relation to emerging trends. These principles are responsible for the following: conscious and active acquisition of knowledge; linking theory with practice; accessibility of knowledge proposed for learning; respecting the age and individual characteristics of students; systematization and continuity in learning; correlation between intuitive and logical; and thorough knowledge acquisition.

The present paper is scientifically based on a research that argues the necessity of training young high school graduates for professional insertion in convergent professional fields in relation to the requirements of the labor market. Our study investigates the most effective training and education methods for the formation of professional skills in the economic-financial field. The main objectives of the research were to identify training methods that provide the best results in skill development, to evaluate the impact of educational activities on the performance of participants in their professional roles, and to explore the integration of technology to improve the learning experience and skill retention.

The present research on the implementation of instructional and educational activities aimed at developing professional skills in the economic-financial field was addressed to a diverse group of participants who completed a questionnaire. In total, 300 respondents from the educational environment (teachers and students). The questionnaire aimed to collect critical perspectives on the challenges and preferred methods of acquiring professional skills in the economic-financial field. The questionnaire consisted of closed-ended questions and focused predominantly on participants' demographics, educational background, prior experience, and personal preferences regarding the provision of financial education.

Our key findings include a preference for experiential learning methods such as simulations and case studies over traditional lecture-based approaches and the combination of instructional methods, including mentoring and peer learning programs, significantly improves skill retention and application in professional contexts. We also noted the need for technology integration, especially through interactive online platforms and virtual reality, promises to improve engagement and learning outcomes in financial education.

The research highlights the importance of continuous professional development and the need for companies to invest in employee training. This study provides a solid basis for the design and implementation of training and education activities that promote continuous professional development in the economic-financial field.

Keywords:

Education, professional skills, economic education.