FOREIGN LANGUAGE TRAINING IN HIGHER EDUCATION: COMPETENCE-BASED BENCHMARKS

Abstract

Purpose. The article examines the theoretical and methodological foundations of foreign language training in higher education through the lens of competence-based benchmarks established by contemporary European and national educational frameworks. It explores the conceptual foundations of foreign language training within a learning outcomes framework in higher education, with a focus on developing capacity for effective intercultural and professional communication. The article argues that language education has evolved from a standalone academic discipline into a vital tool for global mobility and career advancement in today’s interconnected European context. Research Methodology. The study draws on the analysis and synthesis of competence-based, systemic, activitybased, and outcomes-oriented approaches, thereby enabling foreign language education to be examined as a dynamic system. The investigation employs methods of analysis, synthesis, comparison, and conceptual modeling. It is informed by contemporary documents from the Council of Europe (notably the Common European Framework of Reference for Languages), the EU, and the OECD, as well as recent scholarly works by Ukrainian and Western researchers. The scientific novelty of this study lies in the comprehensive conceptualization of foreign language training in higher education as an integrated system oriented toward clearly defined learning outcomes, and in specifying the set of competence-based benchmarks that define its content and organization. The author systematizes benchmarks related to the linguistic, sociocultural, pragmatic, and personal components of language competence. Conclusions. The study substantiates that foreign language training should be implemented using clearly defined competence-oriented benchmarks aligned with European qualification frameworks, a prerequisite for ensuring academic recognition and graduate competitiveness. Future research directions involve developing practical models of foreign language training for various educational fields and analyzing mechanisms for assessing learning outcomes.