Pedagogical Discourse

A Multicultural Approach as a Means of Enhancing Foreign Language Training of Future Preschool and Primary Education Teachers

Iryna Savka, Svitlana Gulchenko — Fri, 26 Sep 2025 00:00:00 +0200

The article explores the essence of the multicultural approach as a crucial factor in enhancing the foreign language training of future preschool and primary school teachers. The purpose of the study is to substantiate the theoretical foundations and determine the pedagogical conditions for implementing a multicultural approach as a means of improving the foreign language training of future preschool and primary education teachers. In the context of contemporary professional education, it is increasingly important for teachers to develop the ability to engage in effective intercultural communication, demonstrate tolerance, respect cultural diversity, and be prepared to work in a globalized educational environment. The study analyzes the theoretical foundations of multicultural education, highlighting its relevance and practical integration into foreign language instruction. Particular attention is given to the pedagogical conditions, methods, and tools necessary for implementing a multicultural approach in language learning, including the use of interactive and multimedia resources, culturally authentic materials, and experiential activities that promote cultural awareness. The article argues that the systematic incorporation of multicultural principles not only fosters the development of foreign language communicative competence but also contributes to the formation of essential personal and professional qualities such as empathy, adaptability, critical thinking, and reflective practice. Furthermore, the research emphasizes that multicultural education equips future teachers with the skills to create inclusive and culturally responsive learning environments, thereby preparing them to meet the demands of modern educational systems and diverse classrooms. Overall, the multicultural approach is presented as an effective means of enriching teacher preparation programs and supporting the holistic development of both professional and intercultural competencies in emerging educators.

The Content of the Educational Component «Theory and Methods of Physical Education» in the Structure of Training Future Physical Education Teachers

Oleksandr Mozolev, Maryna Khmara, Volodymyr Mysiv — Tue, 30 Sep 2025 00:00:00 +0200

The article reveals the theoretical and practical components of the educational component «Theory and Methods of Physical Education» (TMPE) in the process of forming the professional training of future physical education teachers. The aim is to analyze the content of the educational component «TMPE» in the structure of general and special training of future physical education teachers at the Khmelnytsky Humanitarian-Pedagogical Academy. It has been established that TMPE is considered as an integrated discipline that provides theoretical and practical training of students and is one of the main disciplines in the structure of training of future physical education teachers. It includes teaching the following academic disciplines: 1) Introduction to the specialty; 2) Theoretical foundations of the system of physical education of schoolchildren; 3) Forms of organization of physical education classes in secondary education institutions; 4) Development of motor abilities of schoolchildren; 5) Methods of organizing and conducting physical education classes in the New Ukrainian School. TMPE has a theoretical, creative and practical component. The theoretical component of TMPE includes the study by students of general laws, principles, methods, forms and content of physical education, which allows reasonably managing the process of developing students' physical capabilities. The creative orientation of TMPE involves the preparation of coursework by students, which ensures the development of future specialists' creative abilities to organize and conduct search and research activities, and also promotes the development of innovative thinking in students. The practical orientation of TMPE is realized during practical classes and passing 7 types of practice. Conclusions. TMPE is a profiling discipline in the training of future physical education teachers. It integrates theoretical knowledge and practical skills, contributes to the formation of pedagogical, methodological, communicative and professional competencies of future teachers.

Requirements for the Personal and Professional Image of the Head of an Educational Institution and the Features of Its Creation

Oleksandra Marmaza, Olena Grechanyk — Sun, 23 Nov 2025 00:00:00 +0100

The article substantiates that in our time it is becoming important how the head positions himself and presents his organization; that the image is becoming a guarantee of his success and an important factor in the competitiveness of an educational organization. The emergence of new opportunities for the disclosure of professional potential requires the head of an educational institution to have the ability to self-improve and purposefully create his own image.

The stated goal has been achieved: the features of the personal and professional image of the head of an educational institution in the context of the requirements for it have been revealed; the tasks have been completed: the importance of the head's image for effective management has been substantiated; the components of the image and the levels of its formation have been identified; the stages of its creation have been clarified.

It has been established that the personal and professional image of a head is a set of features and characteristics that form his image as a specialist in the process of interaction with colleagues, students, social environment and the performance of official duties. The image is formed as a result of the synergistic effect of a set of personal and business qualities that characterize the leader. The following main components of the image of the head of an educational institution were identified and characterized: visual, communicative, personal and professional. According to the proposed components of the image of the head of an educational institution, the levels of formation of each of them were determined: low, critical, sufficient and optimal; a factor-criteria model was developed for assessing the personal and professional image of the leader. An algorithm for creating a personal and professional image of the leader was proposed, which is represented by 13 stages according to the logic of formation.

This became possible through the comprehensive use of methods, in particular, theoretical ones: analysis of scientific, methodological and regulatory materials, synthesis, classification, comparison of the main concepts of imageology - to highlight the main ideas and provisions of the topic; systematization, generalization - to formulate conclusions; statistical information processing: construction of tables - for condensing and visualizing information.

Differentiation and Individualization in the Professional Training of Future Physical Education Teachers for Organizing Individual Work with Pupils

Oleksandr Alieksieiev — Fri, 31 Oct 2025 00:00:00 +0100

The article substantiates the essence, goals, and pedagogical mechanisms of differentiation and individualization in the professional training of future Physical Education teachers for organizing individualized work with students. The purpose of the study is to theoretically substantiate and reveal the essence of differentiation and individualization in the professional training of future physical education teachers, as well as to determine the pedagogical conditions and technological principles for forming their readiness to organize individual work with students. The study reveals a structural-functional model of developing the relevant professional competence, which includes motivational-value, content-operational, and reflective-evaluative components. Special attention is paid to the pedagogical conditions that ensure the effective implementation of differentiated and individualized approaches in the educational process of higher education institutions. The research emphasizes the importance of practice-oriented training, the integration of personalized learning technologies, and the formation of students’ readiness to analyze and respond to the individual needs, physical abilities, and educational trajectories of schoolchildren. The article also highlights the significance of reflective practices, diagnostic tools, and adaptive teaching methods that shape a teacher’s ability to design and conduct individualized physical education activities. The obtained results contribute to the modernization of educational programs, improve the quality of professional training, and strengthen the capacity of future teachers to implement student-centered approaches in contemporary school physical education. The findings may serve as a methodological basis for further research in professional education and for developing innovative models of teacher training aimed at supporting the holistic development of every learner.

Peculiarities of Training Future Physical Education Specialists in Physiology under Martial Law

Vira Ruda — Thu, 06 Nov 2025 00:00:00 +0100

The article reveals the content and features of studying the academic discipline «Physiology» by students of the specialty 014.11 Secondary education (physical education). The purpose is to reveal the features of training future physical education specialists in physiology under martial law at the Khmelnytskyi Humanitarian-Pedagogical Academy. The study used theoretical and empirical research methods. Theoretical methods include: analysis of modern scientific and methodological literature, synthesis, generalization, abstraction, induction, deduction, etc. Empirical research methods included: survey, direct and indirect observation, modeling of practical activities, which were aimed at analyzing the practical activities of future physical education teachers. It has been established that teaching the academic discipline «Physiology» was based on the study of physiological processes that occur in school-age children during physical exercises. The training of future qualified physical education specialists is based on a combination of theoretical knowledge and practical skills that are necessary for organizing the educational process in a general secondary education institution. The main didactic goal of practical classes is to expand, deepen and detail the scientific knowledge obtained by students in lectures and in the process of independent work. Military operations on the territory of Ukraine, frequent air raids have a negative impact on the organization of education in higher education institutions. In such conditions, teachers are forced to be flexible and provide additional assistance to students in mastering the educational material, combining distance and traditional forms of learning. The system of organizing the educational process at the Khmelnytsky Humanitarian-Pedagogical Academy allows students of the specialty 014.11 Secondary Education (Physical Culture) to achieve program learning outcomes in the discipline «Physiology».

Student-Centered Learning as a Factor in the Development of Foreign Language Competence in the Context of Integrated Instruction

Aryna Frumkina — Tue, 11 Nov 2025 00:00:00 +0100

The article presents an analysis of student-centered learning environments as a determining factor in the development of foreign language competence among higher education students within the framework of integrated instruction. The methodological basis is a combination of theoretical and empirical methods. A content analysis of scientific sources on the problems of student-centered learning, psycholinguistics, cognitive linguistics, and foreign language teaching methods was carried out; the results of observation of educational practices within integrated courses were summarized and a qualitative interpretation of the effectiveness of those educational solutions that were tested in a real academic environment was carried out. The use of an integrated approach allowed not only to describe the phenomenon at the theoretical level, but also to substantiate its significance in the context of the formation of modern foreign language competence of higher education applicants. The study outlines psycholinguistic and methodological prerequisites that ensure productive language development through the combination of linguistic, cognitive, and creative components of the educational process. Special attention is paid to the mechanisms of dynamic stereotype formation, associative encoding, initiative-based language production, and speech self-regulation, which are activated through contextualized and personalized language activity. The effectiveness of integrated educational strategies is explored, particularly CLIL models, problem-based learning, reflective practices, visualization, digital tools, and project-based collaboration. The article substantiates the pedagogical value of combining subject content and language training within a unified educational space where the learner plays an active role in communicative interaction. It also describes the methodological features of student-centered environments, including flexible task structures, multimodal content delivery, open feedback systems, and a focus on interdisciplinary thinking. The materials can be used for designing academic components in the training of humanities specialists and may serve as a basis for further research or practical application in higher education teaching contexts.

Formation of Environmental Competence of Future Architects by Means of Information and Communication Technologies

Olena Kaidanovska — Mon, 17 Nov 2025 00:00:00 +0100

In the 21st century, the field of architecture is rapidly evolving, requiring solutions to complex problems closely linked to modern technologies, environmental challenges, and globalization processes. This situation demands that future architects possess not only technical knowledge but also communication, cultural, and environmental skills. The urgent need to address climate change and ecological issues highlights the importance of rethinking educational approaches to equip future architects not only with technical expertise but also with the skills necessary for innovation and sustainable development. The aim of the article is to substantiate the theoretical and methodological principles of forming the environmental competence of future architects based on the use of information and communication technologies (ICT) and to identify effective digital tools that contribute to environmentally oriented professional training. This article focuses on substantiating the theoretical and methodological foundations for developing environmental competence in architecture students through the use of information and communication technologies (ICT). It presents an analysis of contemporary approaches to architectural education, sustainable construction, and the use of digital tools in preparing future architects. The study emphasizes that modern digital tools play a crucial role in fostering environmental competence. The use of BIM, CAD, GIS, software for energy and environmental modeling, VR/AR technologies, digital simulation services, and online collaboration platforms enables comprehensive integration of ecological principles into both design and learning processes. A systematic overview of digital tools with examples of their application in eco-oriented design and education is provided. The findings of the article confirm that integrating ICT into the training of future architects promotes the development of knowledge, skills, and values necessary for designing sustainable and environmentally responsible spaces, preparing competent professionals capable of making responsible environmental impacts.

Leadership Competence in Professional Training of Science Teachers: Guidelines and International Practices

Alla Kolomiiets — Thu, 20 Nov 2025 00:00:00 +0100

The contemporary higher education system is undergoing profound transformations driven by rapid advances in science, technology, digital tools, and global challenges. In Ukraine, these changes are complicated by wartime conditions, prolonged distance learning, and migration, creating gaps in educational quality. Addressing these challenges requires not only skilled practitioners but also competent academic leaders capable of guiding educational communities, fostering innovation, and managing organizational processes. This study investigates the formation of leadership competencies among higher education teachers of natural sciences, emphasizing the need for all educators to develop leadership skills, regardless of formal managerial roles. A combination of theoretical, qualitative, and quantitative methods was applied. Literature review and systematization of national and international sources helped define the structure and content of leadership competencies. Qualitative methods, including content analysis, thematic coding, and a three-round Delphi survey with 15 experts, identified seven core components: strategic, communicative-linguistic, organizational-managerial, research-innovative, ethical-social, emotional-reflexive, and professional development and mentoring. Quantitative surveys of 36 teachers and 65 students revealed that most educators (58.3 %) and students (56.9 %) recognize the need to develop leadership competencies, preferring practical, context-based learning. The findings highlight the critical role of leadership competencies in ensuring educational quality, fostering research culture, and creating innovative academic environments. The study provides evidence-based recommendations for integrating leadership development into natural sciences programs through mentoring, experiential learning, and interdisciplinary collaboration. These results support forming a new generation of academic leaders in Ukraine, ready to meet contemporary educational challenges and foster sustainable development in academic communities.

Formation of Teamwork Among Future Specialists in the Socio-Economic Field Using Project Technology

Olga Soroka, Svitlana Kalaur, Halyna Leshchuk — Fri, 28 Nov 2025 00:00:00 +0100

The article aims to reveal the peculiarities of team interaction among future specialists in the socio-economic field using project technology. Scientific and theoretical sources characterizing team interaction are analyzed. The essence of the concepts of «team» and «team interaction» is clarified, and the characteristic features of a team are presented: the presence of agreed goals and values; cohesion and adaptability of the behavior of each team member; developed communication; a flexible role structure; a high level of self-control and distribution of responsibility; the presence of general team and managerial competencies in addition to basic and special ones; recognition of a person as an individual. It has been established that «team interaction» consists of three components: «common goal», «interaction in activity», and «common result». The principles of team interaction are substantiated: collective responsibility; voluntary entry into the team; subjective activity; subject-subject dialogical interaction; increased executive discipline; reflexivity; feedback. It has been proven that project technology is effective in the process of forming team interaction among future specialists in socio-economic professions (social workers, managers, psychologists). Project technology is characterized as an educational technology that represents a complex of interrelated forms, methods, techniques, and means of teaching based on interaction, cooperation, and co-creation of all participants in the educational process, determined by the need to achieve the goals and objectives set during the implementation of the project. The functions of project technology are defined as educational, upbringing, and developmental. The step-by-step structure for implementing project technology by higher education students in the socio-economic field is specified («introduction,» «working stage,» «project presentation and defense,» «final stage»). Recommendations have been developed for organizing project activities for future specialists in the socio-economic field.

A Model for the Professional Training of Future Social Workers

Hanna Ridkodubska — Tue, 02 Dec 2025 00:00:00 +0100

The article addresses the issues of training future social workers in higher education institutions on the basis of the praxeological approach, which involves the purposeful integration of theoretical knowledge with practical skills, professional experience, and active learning forms. It highlights contemporary challenges in the professional training of social workers caused by the increasing complexity of social problems, the interdisciplinary nature of professional activity, and the need to develop key professional competencies, in particular communicative, socio-interactive, and reflective competencies, as components of professional readiness of a social work specialist.

A structural and functional model of training future social workers is proposed, encompassing three interrelated blocks: strategic, conceptual and methodological, and criteria and diagnostic. The strategic block defines the social demand for a social work specialist, the goals and objectives of professional training, as well as the guiding principles for the formation of professional competencies focused on effective interaction with various social groups and clients.

The conceptual and methodological block outlines pedagogical conditions, forms, methods, and learning technologies aimed at developing practical skills, professional mobility, and social activity of higher education students. Particular attention is paid to the combination of traditional and innovative teaching methods, the use of practice-oriented technologies, the case method, training-based forms of work, modeling of professional situations, and the organization of various types of practical training.

The criteria and diagnostic block includes components, criteria, and levels for assessing the formation of professional competencies of future social workers, which makes it possible to determine the effectiveness of the educational process and the level of students’ readiness to carry out professional activities in the context of real social challenges.

The article substantiates the expediency of integrating cognitive, activity-communicative, motivational-stimulating, and reflective-evaluative components in the process of professional training, which ensures the integrity and systemic nature of competency formation in future social workers. Special emphasis is placed on developing the ability for effective interpersonal and interprofessional interaction, applying interdisciplinary approaches, and using innovative educational technologies that contribute to the development of professional identity and social responsibility of the specialist.

The proposed model of training future social workers is adaptive, ensures the systematic and consistent professional development of higher education students, and meets contemporary requirements of the social sphere. The article may be useful for academic and teaching staff, higher education students, and social work practitioners interested in implementing practice-oriented models of professional training for social workers.

Psychological and Pedagogical Diagnostics of Learning Outcomes in Higher Education Institutions

Liliia Rebukha, Maksym Bohush — Thu, 04 Dec 2025 00:00:00 +0100

The increasing complexity of the educational process, including the spread of distance and blended learning formats, poses a challenge for higher education institutions to ensure objectivity and reliability in student assessment. Traditional evaluation methods often prove to be insufficiently effective or informative. Highlighting and analyzing specific aspects of psychological and pedagogical diagnostics enhances the objectivity of assessing students’ learning achievements and their adaptability to the new realities of the modern educational environment. It also helps to identify factors that contribute to the effective development of practical measures aimed at fostering students’ competence and improving the overall quality of the educational process.

The article analyzes the essence, content, functions, and methods of psychological and pedagogical evaluation (using the example of psychological and pedagogical diagnostics) of learning outcomes in higher education institutions. A theoretical analysis of scientific approaches to understanding diagnostics as a component of education quality management is presented. Psychological and pedagogical diagnostics is defined as a system of analytical and prognostic activities performed by the teacher to identify, measure, and evaluate students’ levels of competence.

Particular attention is paid to the principles of objectivity, consistency, humanization, and the integration of digital technologies into the assessment process. It is emphasized that in modern psychological and pedagogical practice, comprehensive mixed assessment ‒ combining traditional approaches with digital diagnostic tools ‒ plays a crucial role. The author proposes a conceptual vision for developing the diagnostic culture of higher education teachers.

It is concluded that psychological and pedagogical evaluation of learning outcomes in higher education institutions is an effective means of monitoring educational achievements and serves as an essential intellectual system for managing and improving the quality of higher education.

Structural and Functional Model of Training Language and Literature Teachers on the Principles of Praxeology

Lyudmyla Romanovska — Wed, 05 Nov 2025 00:00:00 +0100

The article examines the theoretical foundations and practical significance of applying a praxeological approach to the professional training of future language and literature teachers. Modern philological education faces several challenges, including the imbalance between theoretical and practical preparation, insufficient integration of key professional competencies, and the need to align teacher training with the demands of contemporary school education. Praxeology, understood as a science of effective and rational activity, offers a methodological framework that enables the optimization of pedagogical actions, the development of reflective skills, and the formation of an ability to plan, organize, and evaluate professional performance.

Based on an analysis of scientific research, the article outlines the methodological, organizational, and evaluative functions of the praxeological approach in teacher education. A structural-functional model of training is proposed, integrating five interrelated components: target, content, operational-technological, communicative, and reflective-evaluative. The model incorporates key principles of praxeology – goal-orientedness, effectiveness, rationality, systemness, reflexivity, and adaptability – and a system of content modules that ensure the coherence of theoretical knowledge, pedagogical practice, research activities, and self-development.

The study also identifies pedagogical conditions necessary for implementing the model, including the integration of theory and practice, the use of digital technologies, project-based and research-oriented learning, reflective practices, and mentor support. The proposed model enhances the readiness of future teachers to perform professional tasks effectively and supports their development as competent, reflective, and innovative educators. Its implementation contributes to increasing the overall quality of philological education and ensures its alignment with contemporary educational standards. The results of the study may serve as a methodological basis for further improvement of teacher training programs within higher education institutions.

Common Standards for Professional Training of Future Border Guard Officers: Testing of Interoperability

Andrii Balendr — Tue, 09 Dec 2025 00:00:00 +0100

The article reveals the features of the study to determine the level of interoperability of future border guard officers of the EU and Ukraine based on the implementation of common educational training standards, in order to use the acquired experience for the further integration of the Ukrainian border guard agency into the system of joint professional training of personnel of the border guard agencies of the EU countries. The experience of conducting a pan-European program for assessing the level of interoperability is considered, the implementation cycle of which includes the stages: updating, implementation, use and evaluation. The research methodology is based on the use of two main tools, namely: a questionnaire on the status of the implementation of the interoperability standard in national training programs addressed to border educational institutions of the EU member states and online testing addressed to future officers-graduates who studied under national training programs based on the interoperability standard. The proposed program is designed to assess the extent to which the Common Core Curriculum is integrated into the national basic training programs for border guards, as well as to determine the extent to which students have achieved competencies related to interoperability. In total, 566 participants from 22 border agencies of the EU member states and FRONTEX partner countries took part in the program. According to the first part, the level of implementation of the Common Core Curriculum topic in the training programs of educational institutions was determined. In the Ukrainian Border Guard Academy, it was 80%, while the average level among EU countries is 70%. According to the testing results, the Ukrainian cadets demonstrated a high level of success - 89%, which confirms the effectiveness of training border guards in Ukraine. The author analyzed the possibility of using this experience with the aim of implementing it into the professional training system of the personnel of the border agency of Ukraine.

Development of Resilience and Analytical Competencies of Personnel of the Security and Defense Sector of Ukraine for Countering Negative Information and Psychological Influence

Heorhii Artiushyn, Sviatoslav Diakov — Tue, 09 Dec 2025 00:00:00 +0100

The ongoing Russian-Ukrainian war is characterized by the intensive use of the enemy’s information and psychological operations, which have become key instruments influencing the course of military actions and the overall security situation of the state. The development of resilience and analytical competencies plays a crucial role in military training, given the demanding and stressful nature of combat situations.

A Program for the Development of Resilience and Analytical Competencies of the Personnel of the Security and Defense Sector of Ukraine for Countering Negative Information and Psychological Influence is proposed. Its main objectives include: forming knowledge about the nature of information and psychological operations and the mechanisms of manipulative influence; developing critical and analytical thinking skills; increasing the level of psychological resilience of service members; acquiring methods of information verification and OSINT-based analysis practices; improving the analytical abilities of military personnel; and training in the implementation of information hygiene procedures and internal information protection. The content of the program combines theoretical knowledge about the mechanisms of information and psychological operations with practical training sessions and simulations aimed at developing the ability to detect manipulative narratives, harmful bot activity, and coordinated information attacks. The program provides for regular training, practical simulations, and crisis-scenario modeling, enabling timely updates of skills in accordance with new tactics and technologies used by the adversary for information and psychological influence.

It is concluded that the development of resilience and analytical competencies is a key aspect of military training that enhances the ability of service members to adapt to combat stress and neutralize negative information and psychological influence.

Methodological Approaches to Foreign Language Training of Future Specialists in the Context of Professional Activity

Ievgen Dolynskiy — Fri, 12 Dec 2025 00:00:00 +0100

The article analyses the methodological foundations of foreign language training for future specialists in the context of their future professional activity. The study emphasises that modern higher education requires the integration of linguistic, professional, communicative, digital, and intercultural competences, which determine the content and structure of professionally oriented foreign-language training. The paper outlines the essence of key methodological approaches – competence-based, communicative, activity-based, personality-oriented, cultural, integrative, and technological – and clarifies their role in shaping effective educational strategies. Special attention is paid to the development of foreign-language professional competence through modelling real professional situations, the use of authentic materials, project-based learning, CLIL technology, and innovative digital tools that ensure interactive, practice-oriented learning.

The research identifies current challenges in implementing methodological approaches in Ukrainian higher education, including heterogeneous levels of students’ foreign-language proficiency, insufficient readiness of teachers to apply CLIL and ICT-based methods, limited material resources, and the need to strengthen cooperation between universities and employers. The article highlights the importance of designing clear learning outcomes that correspond to the demands of the labour market, interdisciplinary integration, digitalization of educational processes, and the development of teachers’ methodological and communicative competences. It is argued that professionally oriented foreign-language training should be based on real communicative needs of future specialists, ensure continuous formation of autonomous learning skills, and stimulate students’ motivation through practical relevance of the tasks. The article proposes practical recommendations aimed at improving the effectiveness of foreign-language training: modernisation of curricula according to European standards, expansion of digital resources and blended learning, implementation of diagnostic assessment tools, creation of professional communicative training environments, and broader use of authentic professional discourse.

Pedagogical Reflection as a Determinant of the Development of Professional Competence and Pedagogical Mastery of Future Socionomic Profile Specialists in the Structure of Foreign Language Training

Natalia Telichko — Fri, 12 Dec 2025 00:00:00 +0100

The article is aimed to identify the urgent problem of the need to improve the quality of foreign language training for future socio-economic specialists by developing pedagogical reflection, which is a determining factor in the formation of their professional competence and pedagogical skills. The purpose of the study is to reveal the current problems of improving the quality of foreign language training of future socio-economic specialists through the development of pedagogical reflection, which becomes a determining factor in the formation of their professional competence and pedagogical skills. The essence of pedagogical reflection in the context of professional training for future socio-economic specialists has been revealed; its functions and possibilities of influencing the quality of mastering foreign language knowledge, skills and professionally oriented communicative skills have been analyzed.

The psychological and pedagogical features of future socio-economic specialists, their readiness for reflective activity, as well as the specifics of organizing foreign language training in higher education have been analyzed. It is substantiated that the systematic involvement of students in reflective practices contributes to the development of their professional self-awareness, the ability to analyze their own educational activities, determine individual strategies for foreign language development and build effective trajectories of professional development.

It is emphasized that the quality of foreign language training largely depends on the ability of students to reflect on their own communicative actions, assess the level of formation of foreign language skills, identify difficulties and adjust ways to overcome them. It is substantiated that a teacher should have a developed reflective culture, the ability to design learning situations that stimulate the conscious use of a foreign language, the formation of critical thinking, self-analysis and professional self-improvement of students.