Intradisciplinary discourse and renewal of economic education

The article discusses issues related to the search for ways to update economic education in the context of modern intradisciplinary discourse. The purpose of the article is to establish the characteristics of trends and prospects for the transformation of modern economic education following the increasingly complex picture of economic reality. The methodological basis of the study was the constructivist approach used in the social sciences, which makes it possible to study economics taking into account the dual nature of man. The work shows that two main directions of modernization of economic education are currently emerging, the features of which are determined by the differences between mainstream and heterodox approaches to the study of economics. However, these directions do not allow us to overcome the established tradition of teaching economic theory, which forms fragmented knowledge among students. The proposed perspective for the transformation of economic education is based on the need to abandon the concept of homo economics and recognize the presence of various economic motives and interests among subjects, based on a contradictory combination of individual and social oneseconomic and value concepts. On this basis, it becomes possible to develop in students a set of knowledge and competencies not of a narrow professional, but of a citizen who has an economic culture of thinking adequate to reality, allowing him to satisfactorily interpret the processes taking shape in the real economy and predict their consequences.