Становлення компетентнісної освітньої стратегії: історичний аспект: УВАРКІНА О. В., ЛІЧМАН Л. Ю., КОНОНЕЦЬ О. М.

The article focuses on the historical and methodological foundations behind the emergence of a competency-based educational strategy in the context of developing foreign language education in Ukraine. It emphasizes the need for a comprehensive analysis that traces the origins and evolution of key educational concepts shaped by global transformations in today’s learning environment. The study seeks to trace the historical and methodological roots of this strategy by examining key stages in how foreign language competence has taken shape within Ukrainian pedagogical discourse. The methodological framework relies on the genetic approach, which makes it possible to reconstruct the logic of development over time and to highlight sociocultural, pedagogical, and philosophical factors behind it. Four main stages in the evolution of foreign language competence are identified: the pre-Soviet era, marked by a humanitarian-classical model; the Soviet period, dominated by a knowledge-centered paradigm and grammar-translation method; the post-Soviet phase, involving shifts in language policy and integration of European practices; and the European integration stage, defined by actively applying a competency-based approach in official education policy. Building foreign language competence in Ukraine appears as a complex, multidirectional process, influenced by both pan-European integration and national language teaching traditions. This transformation affected not only methodology but also educational goals, shifting the focus from educating an erudite intellectual to preparing a skilled professional ready to operate in a multicultural environment. The findings hold theoretical and practical value for pedagogy, language teaching methods, and the creation of modern educational strategies aligned with European integration processes.