life[9]. In terms of practical psychology, entrepreneurial competence is a personal quality, ability, and behavior model, necessary to solve successfully certain business tasks and achieve high results in entrepreneurial activity. In the European Reference Framework (Key Competencies for Lifelong Learning), entrepreneurial competence is interpreted as an individual's ability to translate ideas into the economic life, as integrated quality, which is based on creativity, creative activities, innovativeness, ability to take risks, as well as the ability to plan and organize entrepreneurial activities[10].
Currently, science-intensive industries, such as, in particular, biotechnology, genetic engineering, and computer programming are actively developing; labor efficiency is growing. This has direct impact on improving living standards. The digital economy stimulates relatively high incomes based on small capital and a small number of employees. At the same time, in the field of solving problems in a technologically rich environment, the Russian population is noticeably behind the population of the OECD countries. In particular, Russia recorded low growth in the dissemination of key information and communication skills among its residents, especially in the field of elementary digital literacy. The country lacks monitoring of adult competencies: when testing the assessment of competencies, it was revealed that 33.6 % of Russian testees did not know how to use the keyboard and mouse (while in OECD countries this figure amounted to just 19.5 %)[11].
The approach, given by different authors to the formulation of competencies for successful employment in the digital economy varies. Thus, some authors[12] argue that there should be four main types of competencies: professional, communicative, information, and digital; while the others[13] write that in relation to the digital economy, a paradigm of the terms, such as hard skills, soft skills, and digital skills reflecting the drastic changes in the education sphere, has emerged.
There are also several approaches to understanding the content of the digital competencies concept. According to one of the generally accepted interpretations, digital competencies (relative to a certain person) are the knowledge and skills, which are necessary for the correct, effective, and safe use of digital technologies, as well as existence in a society, which is saturated with digital technologies[14].
Thus, the review of the materials on the topic of the article allows highlighting the essence of the problem: in the emerging digital reality, the requirements for competencies are changing.
The digital entrepreneurship segment is developing against the background of the sectoral transformation of the national and global economy, which requires the possession of competencies relevant to the new economic reality both for hired personnel and self-employed, but first of all — for entrepreneurs who aim at high competitiveness and intense development of their business. Further, using empirical (observation, generalization, inference) and quantitative (statistical analysis, dynamic analysis) research methods, the authors propose to consider the ways, mechanisms, and forms of development of entrepreneurial competencies in the digital entrepreneurship segment.
Figure 3
World leaders in the number of patents granted annually[16]
Digitalization, artificial intelligence (AI), and robotics will become the main drivers of global economic growth until 2030 (Fig. 4).
Figure 4
The proportion of the digital economy in GDP of individual countries, %; Compiled by the authors based on[17]
Economic growth will be associated with full automation of processes, increased labor productivity, and the implementation of fundamentally new business models and technologies, such as digital platforms, digital ecosystems, and Industry 4.0 technologies. Analysts at McKinsey and Accenture estimate that the Internet of things alone will generate between USD 4 and 11 trillion annually by 2025, while Industrial Internet of things will generate USD 14 trillion by 2030. According to PricewaterhouseCoopers (PWC) forecasts, artificial intelligence will increase world GDP in 2030 by USD 1.57 trillion[18]. It is expected that breakthrough technologies, in particular, artificial intelligence (AI), will be able to solve many social problems associated with meeting basic human needs. The purchasing power of the population will increase. New segments related to creative self-actualization and leisure of people will be created, new types of demand for atypical goods and services will appear. If all the routine work is done by robots, people will be involved in industry sectors, where higher added value is created. Digitalization and new technologies will also influence global competition conditions. As AI and robots become involved in manufacturing processes and services, the cost of labor will become less important in determining a country's competitiveness, while technological competence and infrastructure quality, on the contrary, will be more significant. Technologies, such as Big Data and the Internet of Things (IoT) will help to optimize production processes and reduce operating costs, as well as to develop new products and services. Virtual reality (VR) will be used to expand professional skills, while AI and robotics — to increase productivity. The volume of each country's economy and the growth of citizens' welfare by 2030 will depend on how much money is invested in innovation over the next 10 years, with what intensity and how it will happen. The implementation of digital technologies is accompanied by challenges that society must overcome for the successful implementation of the digital economy in life. These challenges are as follows:
Table 1
Mechanisms of digital competencies formation Source: developed by the authors
In the early 2000s, outdated teaching methods, the lack of educational standards, trained teachers, as well as the inaccessibility of digital technologies for the educational process led to an extremely low level of digital literacy in all existing segments of the public education system (preschool, primary, secondary, and higher education). Digital skills in secondary schools, for example, were limited to computer science lessons, where schoolchildren were taught the general principles of computer structure and the basics of algorithmization. This approach does not meet modern requirements, is not end-to-end (cross-platform), and has therefore very questionable results. Thus, the largest and most extensive formal education system does not meet the needs of the labor market, is unable to generate quality manpower, does not contribute to the welfare of citizens, essentially reduces their employment prospects, and capitalization. This leads to the fact that both the digital industries of entrepreneurship and the economy of the country, in general, lose out. In the commercial segment (the so-called nonformal education), the situation is better, since modern methods are used there, while the technical support and motivational component of teachers are much higher. It is absolutely clear that approaches, solutions, and initiatives on the development of digital literacy through academic formal education and nonformal education will differ based on their specificity. Thus, in the first segment, the state is the provider of educational services, while in the second case — commercial (or charitable) companies. The key solution to this issue is a combined strategy, which is characterized by long-term activities and scale inherent in the public education system, and short-term rapid measures, more relevant for implementation exactly in the segment of commercial education. State programs are the most common mechanism for digital competencies formation in society. They aim at adapting society to the digital economy conditions. Among existing programs, one can distinguish those, whose priorities are overcoming digital inequality, the intensification of innovative activity of the population, increasing competitiveness, etc. Since the problem of should be the main initiator to overcome it. Personnel and education are included in the program "Digital Economy of the Russian Federation" as one of the key institutions within which the conditions for the digital economy development are created. The Program outlines the main objectives of each direction[19] concerning training and education, namely, "creating the key conditions for training the personnel for digital economy; improving the education system, which should provide the digital economy
Results
The World Bank and IMF estimate that the list of the world's largest economies will not change significantly by 2030. Leadership will belong to those countries which are already winning the global competition in technology and innovation and are leaders in research and development of new technologies (Fig. 3)[15].
Figure 3
World leaders in the number of patents granted annually[16]
Digitalization, artificial intelligence (AI), and robotics will become the main drivers of global economic growth until 2030 (Fig. 4).
Figure 4
The proportion of the digital economy in GDP of individual countries, %; Compiled by the authors based on[17]
Economic growth will be associated with full automation of processes, increased labor productivity, and the implementation of fundamentally new business models and technologies, such as digital platforms, digital ecosystems, and Industry 4.0 technologies. Analysts at McKinsey and Accenture estimate that the Internet of things alone will generate between USD 4 and 11 trillion annually by 2025, while Industrial Internet of things will generate USD 14 trillion by 2030. According to PricewaterhouseCoopers (PWC) forecasts, artificial intelligence will increase world GDP in 2030 by USD 1.57 trillion[18]. It is expected that breakthrough technologies, in particular, artificial intelligence (AI), will be able to solve many social problems associated with meeting basic human needs. The purchasing power of the population will increase. New segments related to creative self-actualization and leisure of people will be created, new types of demand for atypical goods and services will appear. If all the routine work is done by robots, people will be involved in industry sectors, where higher added value is created. Digitalization and new technologies will also influence global competition conditions. As AI and robots become involved in manufacturing processes and services, the cost of labor will become less important in determining a country's competitiveness, while technological competence and infrastructure quality, on the contrary, will be more significant. Technologies, such as Big Data and the Internet of Things (IoT) will help to optimize production processes and reduce operating costs, as well as to develop new products and services. Virtual reality (VR) will be used to expand professional skills, while AI and robotics — to increase productivity. The volume of each country's economy and the growth of citizens' welfare by 2030 will depend on how much money is invested in innovation over the next 10 years, with what intensity and how it will happen. The implementation of digital technologies is accompanied by challenges that society must overcome for the successful implementation of the digital economy in life. These challenges are as follows:
• insufficient competencies and knowledge, low level of digital literacy of population; • short-term reduction in labor productivity caused by the implementation of new technologies; • growing technological unemployment; • significant changes in the regional structure of productive forces; • lack of qualified personnel to implement the digital transformation strategy; • lack of a strategy and regulatory framework for the use of digital technologies for competition and innovation.The digital transformation strategy of the business environment requires improving customer service and transiting to a customer-oriented service system, developing partnerships and integrating flexibly with partner companies (digital partnership becomes one of the factors of business scale), using databases, implementing new HR strategies and a culture of innovation. Competencies in digital entrepreneurship include confident, critical, and responsible use and interaction with digital technologies for the study, operation, and involvement in society. This includes information and data literacy, communication and collaboration, creation of digital content (including programming), security (including digital well-being and cybersecurity-related competencies), and problem-solving.
Discussion
The acquisition of digital competencies is considered as a need for the whole society. This problem has been also identified at the level of public administration. As a response, mechanisms for the digital competencies formation in society have been developed and implemented. The following types of mechanisms for digital competencies formation can be identified (Table 1). The sphere of digital skills and competences in the Russian Federation develops unevenly, chaotically, and often in isolation from academic (so-called formal) education.
Table 1
Mechanisms of digital competencies formation Source: developed by the authors
In the early 2000s, outdated teaching methods, the lack of educational standards, trained teachers, as well as the inaccessibility of digital technologies for the educational process led to an extremely low level of digital literacy in all existing segments of the public education system (preschool, primary, secondary, and higher education). Digital skills in secondary schools, for example, were limited to computer science lessons, where schoolchildren were taught the general principles of computer structure and the basics of algorithmization. This approach does not meet modern requirements, is not end-to-end (cross-platform), and has therefore very questionable results. Thus, the largest and most extensive formal education system does not meet the needs of the labor market, is unable to generate quality manpower, does not contribute to the welfare of citizens, essentially reduces their employment prospects, and capitalization. This leads to the fact that both the digital industries of entrepreneurship and the economy of the country, in general, lose out. In the commercial segment (the so-called nonformal education), the situation is better, since modern methods are used there, while the technical support and motivational component of teachers are much higher. It is absolutely clear that approaches, solutions, and initiatives on the development of digital literacy through academic formal education and nonformal education will differ based on their specificity. Thus, in the first segment, the state is the provider of educational services, while in the second case — commercial (or charitable) companies. The key solution to this issue is a combined strategy, which is characterized by long-term activities and scale inherent in the public education system, and short-term rapid measures, more relevant for implementation exactly in the segment of commercial education. State programs are the most common mechanism for digital competencies formation in society. They aim at adapting society to the digital economy conditions. Among existing programs, one can distinguish those, whose priorities are overcoming digital inequality, the intensification of innovative activity of the population, increasing competitiveness, etc. Since the problem of should be the main initiator to overcome it. Personnel and education are included in the program "Digital Economy of the Russian Federation" as one of the key institutions within which the conditions for the digital economy development are created. The Program outlines the main objectives of each direction[19] concerning training and education, namely, "creating the key conditions for training the personnel for digital economy; improving the education system, which should provide the digital economy