UDC 378.011.3–051:80

Zinchenko V.O.¹ (Lugansk, Russian Federation) – metelskayvika@mail.ru; Stasevich Yu.Yu.¹ (Lugansk, Russian Federation) – yuliya.stasevich139@gmail.com

¹Lugansk State Pedagogical University

Abstract. The article examines the problem of developing soft skills of philology students in the professional training, taking account of the requirements of the modern labor market. The relevance of this study is determined by the growing demand from the state and society for specialists who, along with professional competencies, have developed communicative, cognitive, and organizational and managerial skills, as well as the ability to lifelong self-development and effective adaptation to the dynamically changing conditions of activity. The purpose of the study is to provide a theoretical substantiation of methodological approaches and principles for developing soft skills in philology students. The study is based on the methods of analysis, synthesis, generalization, and systematization of Russian and international scholarly sources, as well as regulatory and legal documents in the field of higher education, and the method of expert evaluation. The scientific novelty of the study lies in clarifying the concept of “soft skills of a philologist,” developing their structural model that includes communicative, cognitive, organizational-managerial, and self-development components, and providing a theoretical substantiation for a set of complementary methodological approaches and principles that ensure their holistic development during the professional education of future philologists. As a result of the study, the following was determined: the meaning of the concept of “philologist’s soft skills”, a set of soft skills that are significant for a philologist’s professional activity, and the most effective methodological approaches for developing all groups of philologist’s soft skills (activity approach, competence-contextual approach, learner-centered approach, reflective approach). The principles that ensure the implementation of these approaches in the educational process were formulated. It was concluded that the proposed set of methodological approaches and principles can serve as a scientific basis for the development and implementation of a pedagogical model for the formation of soft skills in philology students in the educational process.

Keywords: soft skills, philology students, professional training, methodological approach, system-activity approach, competence-contextual approach, learner-centered approach, reflective approach, principles.

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For citation: Zinchenko, V. O., & Stasevich, Yu. Yu. (2026). Methodological approaches and principles for developing soft skills in philology students based on the requirements of professional standards. CITISE, 3, 237-250. (In Russian).