Business Education in Logistics as an Innovative Direction of Specialist Training for Domestic Business

Relevance : The innovative characteristics of business education in logistics presented in this article are highly relevant to the professional training of specialists for the domestic business sector. Within Ukraine's broader business education framework, the logistics training segment occupies a unique position due to the substantial societal demand for efficient logistics supply chains under the conditions of the war with Russia. This underscores the critical importance of logistics as a field of specialist training within institutional, informal, and non-formal business education systems.

Aim: To outline the content, forms, and teaching methods of logistics educational programs within business education at contemporary Ukrainian universities and within the non-formal business education system.

Methods: Analysis, synthesis, induction, data interpretation, comparison, and classification were employed to conduct a comprehensive analysis of the innovative characteristics of business education content within its logistics segment.

Results: A proprietary business education program titled "Building New Logistics Freight Transportation Routes" has been developed for representatives of Ukrainian transport companies. This program has been implemented at the transport company DSV LOGISTICS LLC (DSV) and the Kyiv Logistics School, combining two core modules: "Alternative Logistics Routes" and "Conization (clustering/congestion) in the Process of Designing and Implementing Logistics Routes." Furthermore, the content and specific features of logistics educational programs have been analyzed across several Ukrainian higher education institutions, alongside the non-formal logistics component of business education on platforms such as the Kyiv Logistics School (KLS), Marine Business School, and the DANKO Training Center (Kyiv & Online). The core components of business education curricula in logistics have been substantiated, namely Supply Chain Management, warehouse logistics and distribution, international logistics and foreign economic activity (FEA), and transport logistics.

Conclusions: The scientific novelty of this study lies in the substantiation of the content and innovative characteristics of business education in the field of logistics within the institutional and non-formal education systems of Ukraine. Conclusions have been drawn regarding the role and significance of cutting-edge online resources studied in modern business schools and non-formal logistics education institutions (the Ant-Logistics system, the SeaRates module (SeaRates Distance & Time), the ABM Cloud program (ABM Rinkai TMS), GPS monitoring systems, and the Trans.eu platform). Future research prospects are directed toward conducting a content analysis of educational-professional programs (EPPs) in business education at domestic higher education institutions.