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The article provides a list of interactive technologies, which can be used in education process on economic subjects and studies key approaches to identifying interactive technologies. Findings of the research dealing with efficiency of introducing interactive technologies in higher education institutions are also given. The authors for 4 days conducted a survey of six groups of students of the bachelor program with specialization 38.03.01 ‘Economics’. Qualitative and quantitative figures allowed them to analyze students’ attitude to conventional methods of teaching and interactive technologies at lecturers and tutorials. It was found out that the scale of using interactive technologies in teaching is increasing, however it is assessed as insufficient by the majority of students. The survey showed that such interactive technologies as questions in the form of game based on subject cards, tests in the form of game using digital teaching platforms, business/imitation games based on topics being studied, practical tasks/cases solving and project elaboration are appraised by students as effective methods of teaching. In conclusion it was pointed out that interactive technologies both at lectures and work-shops are efficient, however students prefer a mixed format.
Zolotova et al. (Tue,) studied this question.
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