The transition of non-economically oriented university students into business and economic professions is often hindered by a lack of foundational knowledge and relevant competencies. This article presents the development of a comprehensive methodology and an interactive application designed to bridge this gap by informing students about the key knowledge, skills, and competencies necessary for future careers in the business and economic sectors. The proposed methodology is grounded in a competency-based education (CBE) framework that identifies and categorizes essential competencies such as financial literacy, analytical thinking, decision-making, and problem-solving, with a particular focus on applicability to non-economic disciplines. The framework was developed through a rigorous process that involved consultations with educators, industry professionals, and labor market analysts to ensure alignment with current workforce demands.

To complement the methodological framework, a custom-built interactive application was created to facilitate personalized learning. The application includes features such as dynamic learning paths, interactive quizzes, real-world business simulations, and progress tracking mechanisms, designed to engage students with varying academic backgrounds. Key aspects of the application are its ability to tailor content to individual learning needs, assess knowledge acquisition through regular quizzes, and provide real-time feedback to guide student progress.

The research methodology utilized in this study combines both qualitative and quantitative methods to develop, test, and evaluate the proposed methodology and application. Qualitative methods involved conducting interviews, focus groups, and surveys with students to assess their current understanding of business concepts and their learning needs. The quantitative component included pre- and post-assessments to measure students’ improvement in key business competencies after using the application. Additionally, usability testing was carried out to refine the user interface and ensure the application’s effectiveness in engaging students.

Findings indicate that the methodology, in conjunction with the interactive application, significantly enhanced students’ understanding of business principles, particularly in areas like financial management, critical thinking, and decision-making. Students also reported high levels of engagement with the application, appreciating its personalized learning paths and practical simulations. Overall, the research demonstrates the potential of a structured, technology-driven approach to equip non-economically oriented students with the skills required to successfully enter and navigate the business and economic job markets.

Keywords: Competency-Based Education, skill education, Non-Economically Oriented Students Business Competencies Economic Sciences Skill Development.