COMPETENCY-BASED APPROACH IN HIGHER EDUCATION: IMPLEMENTATION CHALLENGES IN THEORY AND PRACTICE

Abstract

Purpose. This study aims to examine the principal contradictions in implementing a competency-based approach in Ukraine’s higher education system, with a particular focus on foreign language training, and to propose pathways for their resolution to enhance the quality of specialist training in alignment with global standards.Research Methodology. The research employs a mixed-methods approach, combining a comprehensive literature review of international and Ukrainian scholarly works, theoretical analysis of competency-based education frameworks, and empirical data from surveys among higher education instructors. It integrates interdisciplinary perspectives from linguistics, psychology, and pedagogy, drawing on frameworks like the European Qualifications Framework (EQF) and the Common European Framework of Reference for Languages (CEFR).Scientific Novelty. The study contributes a nuanced analysis of terminological and methodological inconsistencies in Ukraine’s competency-based education, proposing a national glossary and standardized framework aligned with international benchmarks. It extends Noam Chomsky’s linguistic competence concepts to practical educational contexts and introduces a multi-level competency assessment model tailored to Ukraine’s educational system.Conclusions. The study highlights key challenges, including unclear terminology, a gap between theory and practice, and fragmented competency assessment, especially in foreign language teaching. It recommends developing a national competency glossary, launching pilot projects, expanding international cooperation, and creating digital platforms for sharing resources. These steps are aimed at building a unified competency-based education system. Future research should focus on establishing unified theoretical frameworks, harmonizing standards, and integrating digital technologies to support lifelong learning and enhance global competitiveness.