author: Zoreslav Samchuk
Relevance of the research. The ability of future teachers to work with the meaning-making resources of language is critically important for the development of democratic culture in the context of globalization and hybridization of educational practices. Symbolic competence, which includes the ability to interpret multi-level signs, manage them and build intercultural dialogue, still remains insufficiently conceptualized in domestic pedagogy.
Problem statement. Existing models of language training are mostly focused on communicative skills, ignoring civilizational, ethical and semiotic aspects, without which it is impossible to form responsible citizenship. Therefore, the question arises: how to integrate symbolic competence into the structure of teacher training in order to ensure not only technical language proficiency, but also critical understanding of cultural codes?
Analysis of recent research and publications. World and Ukrainian authors raise aspects of autonomous learning, an ecological approach to language, the epistocratic role of knowledge and the problem of internationalization of higher education. However, the interdisciplinary synthesis of these areas in teacher training remains fragmentary. Research demonstrates a lack of methodological models that combine civilizational theory, philosophy of education, and speech ecology.
Research task. The aim of the article is to theoretically substantiate symbolic competence as an integral component of democratic teacher training, to identify its civilizational parameters, and to propose a model for integrating this competence into educational programs.
Main material presentation. The author substantiates the concept of symbolic competence at the intersection of the epistocratic approach, pragmatic pedagogy, and ecological linguistics; analyzes the transformation of educational landscapes under the influence of the Bologna process and English-language programs; formulates a three-level (institutional, methodological, and personal) model for integrating symbolic competence into educational courses; demonstrates its potential for the development of critical thinking, ethical sensitivity, and the ability to cultural mediation.
Conclusions. Symbolic competence acts as an integrative lens that connects functional language skills with civilizational reflection, providing teachers with epistemically responsible strategies for working with signs. The proposed model creates methodological guidelines for the formation of a learning environment in which language becomes a space for democratic co-creation of meanings and social responsibility.
Keywords: symbolic competence; democratic education; language training of teachers; civilizational approach; language ecology; epistocracy; critical thinking.
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