The article explores the essence of pedagogical modeling as one of the key methods of scientific cognition and the design of educational technologies. The main approaches to modeling in pedagogy are analyzed, and the specificity and significance of pedagogical modeling for the educational process are outlined. Pedagogical models are considered in the context of material-mathematical and logical-semiotic constructs that reproduce the main functions and characteristics of learning activities. Special attention is paid to the issue of the effectiveness of pedagogical modeling, which is determined through the concept of “pedagogical validity” – a comprehensive characteristic that allows assessing the adequacy of the model and its compliance with educational goals. It is noted that modeling in the educational environment reflects multidimensional and multifactorial processes that require conceptual justification, clear evaluation criteria, and quantitative indicators for efficiency analysis. A particular emphasis is placed on distinguishing between the concepts of “pedagogical modeling” and “design”, which, although sharing common features, differ significantly. A structured approach to pedagogical modeling is proposed, encompassing the following stages: defining methodological foundations, formulating objectives, constructing the model, assessing its validity, practical application, and analyzing results. The practical significance of modeling in the context of developing entrepreneurial competence among future educators is highlighted. Effective methodological techniques are proposed, allowing future specialists to acquire entrepreneurial skills in conditions close to real-life scenarios. Special attention is given to international experience in modeling entrepreneurial activities in educational institutions. Examples of the use of training enterprises in Germany are provided, where they operate within a nationwide network that simulates a real business environment. The approaches of the United Kingdom, where regional coordination centers support entrepreneurial education, are examined. The methodology of business games and project activities, widely used in the United States, is described. It is emphasized that the formation of entrepreneurial competence among future educators requires the integration of methods that include role-playing components, elements of modeling, and project-based activities. This approach contributes not only to the acquisition of theoretical knowledge but also to the development of practical skills in management, financial planning, and market analysis.

У статті розглянуто питання застосування педагогічного моделювання з метою формування підприємницької компетентності майбутніх педагогів. Визначено основні особливості педагогічного моделювання, зокрема його спрямованість на аналіз багатовимірних і багатофакторних процесів та їхню оцінку за критеріями педагогічної валідності. Окрему увагу приділено моделюванню підприємницької діяльності в освітньому середовищі як ефективному методу формування підприємницької компетентності. Проаналізовано міжнародний досвід використання навчальних підприємств, бізнес-проєктування та кейс-методу у підприємницькій освіті. Визначено основні вимоги до методів навчання, що забезпечують розвиток підприємницьких навичок майбутніх педагогів.