THE DEVELOPMENT OF PROFESSIONAL-PEDAGOGICAL COMMUNICATION COMPETENCE IN DOCTORS OF PHILOSOPHY IN PROFESSIONAL EDUCATION: CONCEPTUAL APPROACHES, CONTENT, AND TECHNOLOGICAL TOOLS

The article explores the development of professional-pedagogical communication competence among PhD students in Professional Education. The purpose of the article is to theoretically substantiate the essence, structural components, and ap- proaches to the development of professional-pedagogical communication competence in future Doctors of Philosophy in Professional Education, as well as to present practical experience of its development with- in the implementation of the educational and scientific programme “Professional Education” at Alfred No- bel University. The study employed methods of analysis, generalisation, and systematisation of scholarly sources and regulatory documents, as well as the method of conceptualisation to define the essence and structure of professional-pedagogical communication competence. The practical basis of the study involved an anal- ysis of the authors’ experience in implementing the educational and scientific programme “Professional Ed- ucation” at Alfred Nobel University. The concept of professional-pedagogical communication competence is interpreted as the teacher’s awareness of the value of professional communication, which determines purposeful activity aimed at mas- tering relevant knowledge and skills. It presupposes self-awareness as a communicative personality, under- standing of ethical standards, and the ability to interact effectively via verbal, non-verbal, and computer- mediated communication. The competence includes communicative skills (speech-communicative, infor- mational-instrumental, organisational-technological, non-verbal, and informational-search) and emotion- al intelligence. Its structure incorporates four components: value-motivational, cognitive, activity-based, and personal ones. The development of this competence is based on personality-oriented, participatory, environmental, and resource-based approaches. Their combination fosters a supportive learning environment that stimu- lates communicative engagement among postgraduate students. Key principles include contextual learn- ing, social partnership, individualised academic support, and respect for students’ communicative strengths and limitations. Educational components involved in competence formation include courses such as “Professional and Pedagogical Communication”, “Pedagogical Mastery of a Higher Education Teacher”, “Academic Writing and Rhetoric”, and “Self-Management and Self-Development of a Higher Education Teacher”. Their content helps PhD students to understand the nature, types, and tools of communication; explore communicative styles and barriers; master rhetorical and speech techniques; and develop skills in academic writing, pres- entation, reflection, and networking. Conclusions. Thus, the concept of professional-pedagogical communication competence is presented as a multidimensional construct integrating value-based, cognitive, activity-related, and personal aspects of communicative development. The implementation experience of the educational program demonstrates that involving postgraduate students in training formats, communication cases, facilitation practices, and simulation games allows them to gain experience in real-life interaction under conditions close to profes- sional activity. This enables them to make effective decisions, adapt their communication style to specific situations, give public presentations of scientific findings, and build trust-based relationships within the ac- ademic community.