UDC 372.881.1

Ovchinnikova N.A.¹ (Krasnogorsk, Russian Federation) – ovchinnikova-na@ranepa.ru; Gonchar A.E.¹ (Krasnogorsk, Russian Federation) – gonchar-ae@ranepa.ru; Tereshina T.N.¹ (Krasnogorsk, Russian Federation) -tereshina-tn@ranepa.ru; Knyazeva O.P.¹ (Krasnogorsk, Russian Federation) – knyazeva-op@ranepa.ru

¹RANEPA

Abstract. This article examines the development of linguistic competence as a factor in social mobility and access to opportunities for university students. The purpose of this article is to study the specifics of linguistic competence development as a factor in social mobility and access to opportunities for university students. The material is based on scientific and methodological sources on the research problem. The methods used were analysis, systematization, and generalization of information on the development of linguistic competence as a factor in social mobility. It has been determined that a university as an institution is one of the most effective mechanisms for the social mobility of future specialists. It has been revealed that the requirements for higher qualifications, the development of metacompetencies of specialists in different fields and levels, commitment to the principle of “lifelong learning”, and the value of individual advancement have become incentives for studying a foreign language not only within the framework of university education but also beyond. Barriers to social mobility that prevent students from gaining access to better opportunities are described. Directions for the development of linguistic competence in a foreign language (English) at the level of a university, department, and teacher are identified. It was noted that to enhance the linguistic competence of future specialists for the purpose of increasing social mobility, it is necessary to introduce courses in professionally oriented foreign languages and specific specializations into the university’s language environment, taking into account current trends, labor market developments, and technology. This should also ensure an optimal transition between online and offline learning formats. Stimulating student interest in learning a foreign language, including a second language, by incorporating topics reflecting labor market developments, education trends, technology, etc. into the curriculum. The study also concluded that improving the linguistic competence of future specialists can be achieved through practice-oriented learning and real-world interaction in various work formats.

Keywords: social mobility, linguistic competence, university, digital technologies, foreign language education, practice-oriented learning.

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For citation: Ovchinnikova N.A., Gonchar A.E., Tereshina T.N., Knyazeva O.P. Development of language skills as a factor in social mobility and access to opportunities for university students. CITISE, 2025, no. 4, pp. 589-597.