Gamification and Business Simulations as Interactive Methods of Shaping Economic Thinking in University Students in the Digital Age

Abstract

The article addresses the achievement of high didactic effectiveness through the synthesis of gamification and business simulations, as well as its integration into university curricula and corporate training systems as a modern means of shaping economic thinking in the digital age. In the context of digital transformation and interdisciplinary research, the traditional concept of “economic thinking,” grounded in the postulates of classical and neoclassical schools, has long been conveyed through conventional teaching methods. Under current economic conditions, these methods demonstrate their limitations and inadequacy in forming theoretical knowledge, complex skills, and the personal qualities required of an active participant in economic activity. The modern digital business environment demands that potential market participants possess competencies in analytics and management, as well as skills in the effective application of key ICT and digital tools. Furthermore, the ability to build effective communication and collaboration, along with a readiness to make decisions under uncertainty, is essential. This circumstance determines the relevance of the conducted research, the aim of which is to assess the potential and demonstrate the effectiveness of interactive methods based on game mechanics (gamification) and simulation modeling (business simulations) for developing the structural components of economic thinking in the university educational process. The article presents the results of a comparative analysis of theoretical approaches, a review of methodological foundations, and a description of practical cases involving the implementation of a model for integrating game mechanisms and modules into educational and corporate training systems. It is proven that interactive methods not only increase engagement but also structurally transform the cognitive models and beliefs of learners, fostering applied economic thinking. Empirical data from a pedagogical experiment conducted at the State University of Humanities and Technology (Faculty of Mathematics, Physics, and Economics, Management program) confirm a statistically significant increase in the studied components.