DIDACTIC ASPECTS IN THE DEVELOPMENT OF COMMUNICATIVE COMPETENCE AMONG FUTURE SOCIAL EDUCATORS
DIDACTIC ASPECTS IN THE DEVELOPMENT OF COMMUNICATIVE COMPETENCE AMONG FUTURE SOCIAL EDUCATORS

Summary/Abstract: This article examines communicative competence in the training of future social workers and presents a study that reflects students’ opinions and attitudes on issues related to the development of the necessary professional skills and qualities during the training process. Communicative competence is fundamental to the professional training of future social workers because their work involves constant interaction with people in need of social support; the article also discusses key pedagogical aspects of its development. As future social educators, they will play an important social role in society; therefore, it is particularly important that they possess the necessary qualities and skills to be successful professionals. The object of this study is the development of the professional competencies required of future social educators within the context of their university education, and its subject is the didactic aspects of developing communicative competence. The objective is to examine students’ opinions and perceptions regarding the importance of communicative competence and the opportunities for acquiring it in the learning process among students majoring in „Social Pedagogy“. The main objectives are focused on analyzing the theoretical foundations and examining students’ opinions and attitudes regarding the role of communicative competence in their future professional careers. To conduct the study, methods of theoretical, quantitative, and qualitative analysis of the data obtained from the survey were used to systematize and interpret the results. The theoretical and empirical framework is based on the understanding that the development of competencies is a systematic pedagogical process that can be achieved through appropriate teaching methods. The results of the study show that students perceive communicative competence primarily through the following categories: empathy (45%), communicativeness (43.3%), teamwork (40.8%), and tolerance (38.3%). These results show that, in the minds of future social educators, communicative competence is based primarily not so much on purely verbal skills as on the ability to understand others, build trusting relationships, collaborate, and interact trustingly in various social situations. All of this confirms the need for higher education to create and provide conditions for the development of qualities such as empathy, tolerance, and teamwork skills through modern, interactive, and practice-oriented models of instruction. This will lay the groundwork for building the necessary qualities for professional conduct that meets the contemporary requirements for social workers

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