| Аннотація: | Purpose.The purpose of this study is to provide a theoretical substantiation of the psychological determinants underlying the development of ethnocultural competence through professional foreign language communication, to integrate contemporary psychological, educational, and interdisciplinary approaches into a coherent conceptual model, and to determine its potential for application in professional education. Methodology.The study is based on systemic, competence-based, learner-centred, intercultural, and psycholinguistic approaches. The research employeda combination of analysis, synthesis, generalisation, conceptual modelling, pedagogical observation, and analysis of students` learning outcomes. The proposed conceptual model was piloted during the professional training of eight Master`s students enrolled in the C4 Psychologyprogramme throughout the2025–2026 academic year.Scientific novelty.The study proposes a conceptual model for the development of ethnocultural competence through professional foreign language ommunication, integrating the psychology of ethnocultural identity, intercultural communicative competence, cultural intelligence, and professional foreign language communication into a unified framework for the professional education of future psychologists. In addition, an implementation algorithm is developed to ensure the gradual formation of ethnocultural identity, value orientations, cultural intelligence, intercultural sensitivity, professional reflection, and readiness for constructive interaction in culturally diverse environments. Conclusions.The findings confirm that integrating psychological training with professional foreign language communication provides effective conditions for developing ethnocultural competence among future psychologists. The pilot implementation demonstrated the practical value of the proposed conceptual model and its applicability for enhancing higher education curricula aimed at preparing specialists for professional practice in multicultural contexts. |
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