Research of educational technologies in qualitative professional training of economists

This paper focuses on the modernization of the educational process by devising and implementing new, modern technologies, methods, and forms of training as the modern education system must meet the requirements for compliance of a specialist's knowledge, skills, and abilities not only with functional professional duties but also with the needs of the labor market. The working hypothesis of this study put forward the assumption that the distance training system is much in demand by students, related to the quality of teaching, which predetermined the choice of topic, the setting of goals and objectives of the current study. The question of whether there are any objective prerequisites associated with a change in the quality of education or the presence of a request from students remains open, although it is covered in a series of works while the range of opinions on this matter indicates the unresolved issue. The purpose of this study is to verify the hypothesis about the need to improve the quality of teaching in the process of preparing students of economic specialties by conducting a survey of students, as well as to identify directions for implementing the quality of teaching in the distance learning system. Within the framework of the current study, the quality of education is understood as a certain level of knowledge and skills, mental, physical, and moral development achieved by graduates from an educational institution in accordance with the planned goals of training and upbringing. The results of our research show that the demand for the implementation of the quality of teaching in the framework of distance learning among students of economics is quite strong. The study's results clearly confirm the opinions of students (as the main consumers) who consider distance education as an effective and accessible form of learning and development. In general, the most important points of distance learning, according to the survey, include the possibility of arranging an individual training schedule, and a high degree of visibility of materials, which contributes to a faster orientation in the content and assimilation of the course. The inhibiting (less important) issues related to distance learning, according to the survey, include the oversaturation of courses with special terms, the saturation of educational material with explanatory formulas, examples, etc. These factors should be taken into consideration when making administrative decisions about setting courses for distance learning and more careful organization of work with students.