The purpose of this study was to cover the financial and economic approaches to monitoring for the green economy integration in the educational process. The study analysed the financial and economic aspects of pedagogical monitoring and their role in the implementation of green economy in higher education. The relationship between sustainable development and green economy was covered and the impact of green economy on the educational process was examined. The study defined the financial and economic methods of monitoring: cost and profitability analysis, resource optimisation, benchmarking, budgeting, calculation of key performance indicators, modelling. The study explored the degree of implementation of green economy principles in the educational process of Kyrgyzstan, Kazakhstan, and Uzbekistan. To assess the real practices in higher education institutions, the opinion of teachers and students at the Kyrgyz State University named after Ishenaly Arabaev, Almaty Humanitarian-Economic University, Tashkent State Economic University was analysed. The findings showed that the universities under study actively implement environmental projects and initiatives related to sustainable development and green economy. Furthermore, the principles of green economy are integrated into educational programmes. However, the effectiveness of monitoring the educational process was low. Financial and economic barriers in monitoring and implementation of green economy in the educational process were also found, namely: lack of material and technical support (45%), limited opportunities to use innovative technologies (35%), low motivation of students to implement the principles of green economy (32%). There are also barriers in the practical training of future specialists to implement the green economy principles. For more effective practical training of students and to improve the effectiveness of green economy, it was proposed to introduce into the educational process the cooperation with educational institutions and public organisations, project-based learning, to organise trainings and courses, as well as to leverage information and communication technologies. A monitoring model was proposed based on financial and economic approaches, which includes the stages of planning, diagnostics, and the stage of strategy development, which can influence the objectivity of evaluation of the educational process through the lens of green economy. © The Author(s).
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