Proceedings of the International scientific and practical conference ―Science and Global Development‖ (February 20-22, 2026) / Publisher website: www.naukainfo.com. – Barcelona, Spain, 2026. - 229 p.

176 Thus, the relevance of the research is determined by the need for theoretical substantiation and practical implementation of a model of integrated teaching that ensures the coherence of the content, forms, and methods of language and professional training, as well as by the necessity to define effective pedagogical conditions for the formation of professionally oriented English language preparedness of future social workers in accordance with contemporary educational and social demands. Modern Ukrainian educators consider the model to be a key instrument for improving educational processes. K. Pavelkiv emphasises its role in forecasting and optimising learning processes [3]. A. Tkachov defines the model as a conceptual structure that reflects the key components and interrelations of the process [5]. V. Maslov interprets modelling as a means of representing the most significant characteristics of an object. O. Savchenko highlights the practical importance of the model in creating a holistic understanding of the pedagogical system [4]. A. Bohush underlines its role in organising the educational process under conditions of change [1]. To sum up the scholars’ views, the model of integrated teaching of English for professional purposes to future social workers is understood as a didactically substantiated system for organising the educational process that combines foreign language learning with students’ professional training. It involves the purposeful formation of professionally oriented English-language preparedness through the use of modern problem-based, situational, multimodal, and project-based teaching methods in order to ensure the ability of future social workers to communicate effectively in English in the social sphere and to adapt to the international professional environment. At the experimental stage, a model of integrated teaching of English for professional purposes to future social workers was developed. It includes the following components: the goal – to form professionally oriented English-language preparedness of future social workers; methodological approaches – integrated, learner-centred activity-based, and cultural approaches; stages – motivational,