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.

177 informational-cognitive, communicative-activity, and productive-reflexive; pedagogical conditions – positive motivation regarding the necessity of developing professionally oriented English-language preparedness of future social workers; integration of English and professional disciplines in the process of forming professionally oriented English- preparedness; modelling a problem-based educational environment in the process of integrated teaching of English for professional purposes; involvement of future social workers in active independent professionally oriented English-language activities; criteria – informational-linguistic, perceptive-communicative, informational-reproductive, and sociocultural; levels – high, sufficient, satisfactory, and low; the result – professionally oriented English- language preparedness of future social workers. The leading forms of organising the educational process for students were classroom and independent work, the outcomes of which were assessed through ongoing, mid-term, and final knowledge control. Experimental training involved the use of modern problem-based, situational, multimodal, and project-based teaching methods within the integrated course «English for Professional Purposes». As a result of the study, a model of integrated teaching of English for professional purposes to future social workers was substantiated, aimed at developing their professionally oriented English-language preparedness in the process of professional training. The goal, methodological approaches, stages of model implementation, and pedagogical conditions ensuring effective integration of linguistic and professional components of the educational process were determined. It was proved that the implementation of the model, provided that positive motivation of students is formed, English is integrated with professional disciplines, a problem-based educational environment is modelled, and future social workers are involved in active independent professionally oriented English-language activities, contributes to increasing the level of their professionally oriented English-language preparedness. The identified criteria and levels of the formation of the studied preparedness made it possible to conduct a comprehensive assessment of the effectiveness of