Proceedings of the International scientific and practical conference ― Cambridge Science and Education Conference‖ (February 23-25, 2026) / Publisher website: www.naukainfo.com. – Cambridge, United Kingdom, 2026. - 289 p.

277 the needs and aspirations of the student, master's student, and most importantly – the creation of conditions for their self-education and self-realization [6, pp. 68–72; 7, 26–28]. Competency approach – the orientation of the educational process to the formation and development of key (basic, main) and subject competencies of the individual, the result of which will be the formation of general human competence. The concept of «competence» in the interpretation of the Council of Europe is «a general ability based on the knowledge, experience, values that an individual has acquired in the learning process. At the same time, competencies cannot be reduced to factual knowledge; being competent is not in all cases synonymous with being educated or educated» [1, pp. 65–69; 5, pp. 329–330]. The Council of Europe proposed a list of five groups of key competences that young Europeans should possess: 1) Political and social competences – the ability to take responsibility, participate in group discussions, resolve conflicts peacefully, and participate in building a democratic society; 2) Competences related to life in a multicultural society – in order to eliminate racism and xenophobia, develop tolerance, therefore education should equip young people with such competences as the ability to recognize and accept differences, respecting others; the ability to live with people of other cultures, languages, and religions; 3) Competences related to oral and written communication, including knowledge of more than one language; 4) Competencies related to the development of the information society – mastery of the latest technologies, understanding of the possibilities and ways of their application, strengths and weaknesses, the ability to critically perceive information disseminated by the media; 5) The ability to learn is the basis for lifelong learning in both professional and social contexts [8, pp. 67–73; 9, pp. 45–49]. The features of the competency-based approach as a new educational concept include the recognition of competencies as the final result of learning and their purposeful formation; shifting the emphasis from the awareness of the subjects of learning to their ability to use information to solve practical problems; assessing the level of competence formation in graduates of higher educational institutions as a