Natalia Petrovna Kononkova

The article examines the features of the behavioral and business model of joint consumption and its impact on the market. The subject of the study is the transformation of commoditymonetary relations occurring in the sharing economy. Global expansion of joint consumption in the world and its growing popularity in Russia, alongside the lack of relevant studies in Russian literature determines the relevance of the work. In order to study economic nature and market foundations of sharing economy, the authors apply an interdisciplinary approach as well as general scientific methods of analysis, synthesis and modeling. To assess the viability of this model in the face of new challenges, methods of statistical data analysis and expert assessments are used. The authors argue that the basis of sharing economy is a rationalistic model of individual’s behavior who refuses to own excess property in favor of temporary access to the good to save resources and maximize utility. The basic principles of sharing economy (rationality, efficiency, profitability, urgency and trust), as well as specific interaction of its participants, have an impact on commodity-monetary relations, leading to the transformation of market fundamentals: a change in private property paradigm, a shift in subjective foundations of the market and in the standard exchange scheme, a partial removal of market «failures». Recent challenges provide a real test of sharing economy, and demonstrate high adaptive abilities, which allows us to look positively at the future of a new consumption model and opens interesting areas for further research

This paper addresses the practice of teaching economics for non-economic students and the development of a target model of teaching. To demonstrate the value of economic knowledge as an important element of general educational training of students at universities, we first assess the role of modern universities in forming an inclusive society. We present the evolution of views on the economic training of students of non-economic specialties in foreign and Russian practice, and highlight current trends in changing the structure, purpose and content of economic disciplines. We offer actual types of combined learning formats for teaching economics as a general educational discipline in the context of an extensive use of digital educational technologies. Drawing on a cross-sectional multisample study conducted at 19 faculties of Lomonosov Moscow State University, we offer a model of teaching economics for non-economic students, proposed as a target model to be implemented within the framework of higher education. The findings can be applied by universities in implementing systemic economic training of non-core students and may also be of interest to the faculty in choosing a combined learning format, as well as updating the course structure and teaching methods.