ENHANCING READING COMPETENCE OF NON-PHYLOLOGICAL STUDENTSOF HIGHER EDUCATION

Abstract. This article examines strategies for enhancing the reading competence of non-philological students in higher education, who often face significant challenges in navigating academic texts outside their primary field of study. The paper identifies key barriers, including limited vocabulary, complex disciplinary language, and low motivation, and highlights the importance of integrating authentic vocational materials, explicit reading strategy instruction, and digital resources into the curriculum. Emphasis is placed on the transformative role of visual literacy, demonstrating how images and visual thinking strategies can support comprehension and engagement. The article presents practical recommendations for educators, such as aligning materials with student needs, fostering collaborative learning environments, and providing ongoing feedback. The findings suggest that a multimodal, student-centered approach not only improves reading skills but also prepares students for academic and professional success. This work contributes to the field by offering a comprehensive framework for supporting non-philological students’ literacy development in diverse, modern higher education contexts.