Formation of professional communicative competence of international students in technical universities of the Russian Federation

Abstract

The paper addresses the issue of developing professional communicative competence among international students enrolled in technical universities of the Russian Federation within a multicultural educational environment. The relevance of the study is determined by the heterogeneous nature of the international student body, which differs in terms of language proficiency, prior educational background, and degree of academic integration, thereby affecting the conditions of the educational process. The object of the study is the process of professional training of international students in technical universities of the Russian Federation. The subject focuses on the specific features of developing professional communicative competence in relation to linguistic, educational, and sociocultural differences. The aim of the study is to identify the factors and patterns that shape this process. The methodological framework is grounded in the competency-based approach, as well as in theories of academic adaptation and intercultural communication. The research employs methods of literature analysis and systematization, comparative analysis, and elements of qualitative interpretation of educational practices. The findings indicate that the development of professional communicative competence cannot be reduced to language acquisition alone, but should be understood as a process emerging from the interaction of cognitive, linguistic, and sociocultural factors. It is shown that differences in students’ initial background influence their engagement in academic communication and therefore need to be taken into account in curriculum design. In this regard, the implementation of an adaptive pedagogical model integrating language, professional, and intercultural components is substantiated.